| Summary: | In spite of the known didactic value of integrated teaching tasks, they are not appropriately used neither individually, nor in groups, due to the lack of an specific integrating didactic and proposals that work as methodological tools. A bibliographic revision was conducted to clarify the role of integrated teaching tasks as part of the structure of studying activities and to highlight some aspects that could make easier the design, implementation and control of such tasks. It was possible to identify that integrated teaching tasks are part of the structure of studying activities to the level of partial objectives that students should meet. Among the aspects that make the design, implementation and control easier we may find: role as guideline, integrative approach and systematization of contents, systemic approach of the teaching tasks, links between teaching contents and practical life (theory and practice), care for diversity, integrated teaching tasks in groups and systemic, collective and dynamic methodologic work.
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