Evolución de la percepción estudiantil sobre el aporte de espacios curriculares a la integración de conocimientos en dos cohortes de la carrera de Medicina (2022 y 2023)
Year: 2026
Type: article
Study design: Observational Study
Abstract: There is limited evidence on the usefulness of continuous assessment of student perceptions for identifying opportunities for curricular improvement during the first years of a medical degree. Therefore, this study analyzed temporal variations in students’ evaluations of different curricular components through continuous assessment conducted among the first two cohorts (2022 and 2023) entering the Medicine program at Universidad Nacional de Río Negro – Andean Campus. An observational, descriptive, longitudinal study was conducted. Students’ evaluations were obtained through an online questionnaire. The curricular components assessed were Problem-Based Learning (PBL), Fieldwork (FW), Doctor–Patient Relationship (DPR), and Laboratory Practical Work (LPW). At the beginning of the study period, all curricular components were perceived as contributing to knowledge integration, indicating a positive assessment of the program’s educational model. After almost one year in the program, Laboratory Practical Work (LPW) received negative evaluations (below 75%), indicating a need for pedagogical adjustments. This led to changes in the management and planning of learning environments, followed by improved evaluations of this curricular component. Continuous assessment of student perceptions was temporally associated with improvements in educational practices. These findings reinforce the relevance of continuous assessment as a tool for improvement in medical education.
Source: Revista Andina de Educación
Institution: National University of Río Negro
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7214527211