The opening of the higher education system to an increasing number of students graduating from the school system has meant an important advance in terms of democratization of educational spaces, but it also represents a greater heterogeneity in its classrooms. Cognitive diversity in educational areas is a natural condition of human beings and is a variable to consider in the choice and organization of teaching strategies. Likewise, the need to investigate new ways for teacher effectiveness implies elaborating, organizing and experimenting new didactic strategies for their validation. The objective was to implement two pedagogical strategies, based on cognitive-social neuroscience, to strengthen learning in university students of health careers. The first strategy was based on self-management of knowledge (SSMK), which look for to promote the creativity and imagination of students through the study of real-life situations that they themselves select and to which answers must be given through the mobilization of their consolidated cognitive resources and others that have not been developed yet for the achievement of the expected learning. The second strategy was moment-based learning (SML), where pedagogical interventions are organized and articulated to improve student learning. This intervention look for to put into action externalist pedagogical strategies (the teacher as the main actor) and internalist pedagogical strategies (the student as the main actor) to improve the conscious and visible development of their own learning. The approach was quantitative, quasi-experimental and of cross-sectional design. The instrument used was the learning assessment scale, made by nine dimensions: (a) Coherence between learning objectives and assessment, (b) Assessment coverage, (c) Use of assessment results, (d) Planning, (e) Contents, (f) Systematization to obtain information, (g) Agents, (h) Feedback and (i) Moments. This consisted of 27 self-report questions, measured on a 5-point Likert-type scale. The unit of analysis was university students, men and women entering higher education for the first time. A total of 105 students from three first-year health careers who were taking the subject of Histoembryology participated in the study. An analysis of variance was performed using the one-way ANOVA test, to compare the performance of students who were exposed for six sessions to the two types of pedagogical strategies, with the traditional strategy historically used. It was concluded that it is understood that learning is associated with the process of brain development, which is gradual and therefore learning experiences must also be graded from the simplest and most concrete to the most abstract and complex. The most valued strategy is learning based on moments, followed by the traditional strategy and learning based on self-management of knowledge. Students value strategies that facilite planning processes, time management and systematization of information during a class organized by intermediate objectives.