Interactive methodological strategies of virtual education in medicine: a systematic review

Vitela M.A.U.; Soto V.A.G.; Ramos J.G.M. · Revista Cubana de Investigaciones Biomedicas (2024)

Resumen

Introduction: The pandemic caused by COVID-19 has caused a radical change in education, one of the most affected being medical education. The programs of this career have made changes to maintain the study plan, arising the need to implement new methodological strategies that allow the best performance of the student. Objective: Describe interactive methodological strategies for the improvement of teaching practice in the human medicine program, taking into account the current context, based on evidence published as a result of research. Methods: This systematic review is based on evidence published as a result of research in the SCOPUS, Scielo, Latindex and DOAJ databases. Articles that have been published between the years 2017 and 2021 with free access and that are written in English or Spanish were chosen. The study will significantly improve teaching practice in human medicine programs. Development: In tables 1,2, some interactive methodological strategies of virtual education (29.8%) are shown, which satisfy the demanding needs of the education industry and with the help of technology have transformed the educational system into a mode in line. From the results found in the review of the articles (table 3), it can be inferred that applying methodological strategies where there is an active interaction between the teacher and student are beneficial in learning. Conclusions: It was determined that implementing interactive methodological strategies such as virtual simulation, collaborative work, flipped classroom and virtual learning environments in the training of the medicine program contributes significantly to student learning and stimulation.

Instituciones: Universidad de San Martín de Porres; Universidad César Vallejo