Percepción estudiantil sobre la relevancia de contenidos del ingreso para cursar la carrera de Medicina

Background: continuous student assessment provides direct feedback on the teaching-learning processes, which promotes pedagogical improvement and the adaptation of curricular spaces to the real training needs of the medical program.Objective: to analyze student perceptions of the usefulness of the introductory course content for first-year medical courses at the Universidad Nacional de Río Negro–Andina Campus.Methods: a descriptive, quantitative, census-based, retrospective, and cross-sectional research study was carried out at the Universidad Nacional de Río Negro–Andina Campus from 2022 to 2023 academic years. Theoretical methods were used: documentary analysis of the introductory course booklet; empirical methods: a structured survey validated by experts; and mathematical and statistical methods: descriptive analysis of frequencies, means, and standard deviations, grouping responses by degree of perceived usefulness according to a Likert scale.Results: the majority of students perceived the introductory course content as highly useful for addressing first-year subjects. Differences were observed between cohorts and between subjects, with Biology being the most highly valued. There were suggestions for new content to be incorporated into the introductory course.Conclusions: student perceptions show that the introductory course plays a significant educational role, especially in relation to Biology content. Continuous assessment allows for curricular adjustments and strengthens in the teaching-learning processes in medical education.