Virtual Learning Environments in Medical Students at the University San Gregorio de Portoviejo

Garcet Y.B.; Villavicencio Cedeño L.B. · Revista Cubana de Educacion Medica Superior (2026)

Resumen

Introduction: Virtual learning environments are relevant tools for the digital transformation of medical education. Their incorporation promotes access to educational resources, autonomous learning, academic interaction, and the development of digital competencies. However, in Latin American contexts, there are limited validated instruments to rigorously assess students’ perceptions of their use in medical training. Objective: To validate a student perception scale regarding the use of virtual learning environments among medical students at Universidad San Gregorio de Portoviejo. Methods: A quantitative, descriptive, cross-sectional, and instrumental study was conducted during the 2025 academic period. The population consisted of 985 students enrolled from the first to the tenth semester of the medical degree program. The sample included 456 students selected through non-probabilistic convenience sampling. A Likert-type scale initially composed of 24 items grouped into four dimensions was designed. Content validity was assessed by 12 experts using Aiken’s V coefficient. Construct validity was determined through exploratory and confirmatory factor analyses. Internal reliability was estimated using Cronbach’s alpha, McDonald’s omega, and composite reliability. Results: The final scale consisted of 20 items distributed into four dimensions: access and usability, content quality, pedagogical usefulness, and student satisfaction. The Kaiser-Meyer-Olkin coefficient was 0.962, and Bartlett’s sphericity test showed statistical significance (χ2=7124.58; p<0.001). Exploratory factor analysis explained 79.4% of the total variance. Confirmatory factor analysis showed adequate fit indices: CFI=0.976; TLI=0.971; RMSEA=0.055; SRMR=0.041. Overall reliability showed a Cronbach’s alpha of 0.981 and McDonald’s omega of 0.982. Conclusions: The developed scale showed adequate psychometric indicators of content validity, construct validity, convergent validity, discriminant validity, and internal reliability. The instrument constitutes a useful tool for assessing students’ perceptions of virtual learning environments and supporting educational innovation processes in medical training.

Instituciones: Universidad Nacional de Tumbes