The impact of learning preferences on academic performance and use of innovative tools to innovate education, among medical students, is not clear. In our medical pharmacology course we have introduced several elements to foster student learning. Particularly, some of our lectures are using a classroom management system: ¨learning catalytics¨ that increases engagement of students during lectures.. We have also introduced crossword puzzles to help students to prepare for tests. Fifty‐three second‐year medical students taking the Pharmacology course in Universidad de Los Andes were interviewed according to the Gainen Learning Preferences Questionnaire. Their responses were then plotted against their average grades in the course and against the weighted average for the exams, and a linear regression was applied. The average grade mean was 3,71/5 (SD=0,437) and the mean value for the Gainen Questionnaire was 3,39/5 (SD=0,367). The point estimator for the linear regression was 0,1643 (R 2 =0,01899), suggesting there was no relationship between academic performance and learning preferences. Students scored highly the value of novel educational tools (crossword puzzles and learning catalytics). No relationship however was found between academic performance or learning preferences, and the value of novel educational tools. Further studies are needed in order to establish the relationship between learning preferences and academic performance in pharmacology courses. Importantly, most students in our pharmacology course appear to value and benefit from the use of innovative teaching and study methods.