Virtual learning environments as an alternative in the teaching of critical medicine

Abstract

The general objective of this research work was to determine the feasibility of incorporating EVA as a didactic alternative in the teaching of critical medicine in postgraduate students. The research paradigm was of a propositive critical type with a mixed descriptive, explanatory, and correlational approach. The study population was selected through an intentional sampling for convenience and was made up of 90 students and 23 teachers of the postgraduate degree in Critical Medicine from two private universities in Ecuador. The research instruments used were two multiple-choice surveys with a single response on a Likert scale that, prior to their application, were validated and are reliable. The results obtained made it possible to determine the feasibility of incorporating EVAs in the academic training of critical medicine postgraduate students, thus also allowing the reduction of hospital absence times due to the academic training received virtually.