Evaluación de la etapa virtual del curso de ingreso a la carrera de Medicina de la Universidad Nacional de Río Negro, Argentina

Abstract

Introduction. The entry course for Medical School at the Universidad Nacional de Río Negro-Sede Andina, Argentina, consists of three mandatory and selective phases. The implementation of the first of these phases, which is carried out online, was evaluated in this work. Subjects and methods. A cross-sectional descriptive study was conducted. Students’ perception of the virtual classroom was assessed through an online survey which covered aspects such as classroom content, teaching performance, synchronous virtual meetings and interaction between participants. Results. Most (95%) of the surveyed population was satisfied with the online phase of the entry course. The materials offered in the virtual classroom were considered adequate, as was the performance of the teaching team. Synchronous virtual meetings were considered useful, while the interaction between the students themselves was not considered as effective at this stage. Conclusions. Students had a positive perception regarding the online phase of admission, and areas for improvement were identified. This work provides evidence on the usefulness of virtual classrooms as support for the learning of university students.