Percepción estudiantil sobre la relevancia de contenidos del ingreso para cursar la carrera de Medicina

Abstract

Background: continuous student assessment provides direct feedback on the teaching-learning processes, which promotes pedagogical improvement and the adaptation of curricular spaces to the real training needs of the medical program. Objective: to analyze student perceptions of the usefulness of the introductory course content for first-year medical courses at the Universidad Nacional de Río Negro–Andina Campus. Methods: a descriptive, quantitative, census-based, retrospective, and cross-sectional research study was carried out at the Universidad Nacional de Río Negro–Andina Campus from 2022 to 2023 academic years. Theoretical methods were used: documentary analysis of the introductory course booklet; empirical methods: a structured survey validated by experts; and mathematical and statistical methods: descriptive analysis of frequencies, means, and standard deviations, grouping responses by degree of perceived usefulness according to a Likert scale. Esta revista está bajo una licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional EDUMECENTRO 2025;17:e3102 ISSN 2077-2874 RNPS 2234 Santa Clara ene-dic. Results: the majority of students perceived the introductory course content as highly useful for addressing first-year subjects. Differences were observed between cohorts and between subjects, with Biology being the most highly valued. There were suggestions for new content to be incorporated into the introductory course. Conclusions: student perceptions show that the introductory course plays a significant educational role, especially in relation to Biology content. Continuous assessment allows for curricular adjustments and strengthens in the teaching-learning processes in medical education.