Main Article Content
Derived from the social confinement by SARS-CoV-2, educational environments in online mode have allowed the development of innovative environments in the processes that facilitate teaching-learning in the training of doctors, a disruption in didactic practices implies changes in the educational context, in the didactic conceptual framework and/or in the educational objectives themselves. The objective of the present study was of an exploratory intention, the approach used in this research was quantitative with a non-experimental and transversal design, with a descriptive scope to know the perception of the use of disruptive technologies in the teaching-learning process in students of basic cycles of the Faculty of Medicine and Surgery of the Regional University of the Southeast derived by social confinement. The study starts from an exploratory intention of addressing the teaching and learning process in educational practice during the virtual modality, the approach used in this research was quantitative with a non-experimental and cross-sectional design, with a descriptive scope, carrying out a study of the perception of subjects who use disruptive technologies in synchronous and asynchronous classes in the indicated academic period (January-April/2022). In conclusion, we can say that medical training requires teachers to use innovative teaching strategies to achieve significant learning.
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