Medical school students are expected to learn many subjects at the same time. As a result, they often experience stress and find it difficult to cope with the curriculum. In addition, some first-year students find theory and practical classes to be monotonous. One of the difficulties faced by faculty members is, therefore, to maintain student interest in preclinical subjects, including physiology. In recent times, the medical curriculum has placed greater emphasis on aspects such as peer teaching, including working with interdisciplinary teams, using evidence-based practice, integrating clinical medicine at the start of their courses, and using biomedical informatics. This article describes one creative method of presenting the contents of the course on the physiology of the nervous system offered to undergraduate medical students occurring in the second semester of the school year. After a presentation of the principal concepts during the 50-min theoretical class, students were divided into three groups (n = 20). Division of the groups was done by the Course Coordinators at the beginning of the semester and applied to the practical classes. Groups were then divided into four subgroups with five students each to aid in the dynamics of the tasks during the proposed activity. Subgroups were advised to present the main functions and differences between chemical and electrical synapses in a way that was different from how it was presented during the theory lesson, which was considered to be somewhat of a challenge for such a practical lesson. There were theatrical, musical, poetic, and fairy tale presentations as well as questions and answers, memory games, and dancing. Two of the subgroups that presented songs were interesting in distinct ways: students in the first subgroup wrote lyrics based on the functional mechanisms of chemical synapses and used music chosen from the common tastes of the members of the subgroup, and the second subgroup composed the song and lyrics based on the function of the electric synapses. Although the results outlined in this article relate to the physiology of the nervous system, particularly synaptic interactions, these active methodologies, as well as the proposed questionnaire, can be applied to any organic system under study within physiology and also to other disciplines in the curriculum, emphasizing the importance of students as active members in the teaching-learning process.