Haydeé Parra Acosta¹
José López Loya¹ and Brenda Jazmín Amador Negrete¹
1 Autonomous University of Chihuahua 

Virtual education from a socio-formative approach, applies the evaluation by competencies of students in authentic or simulated scenarios (Parra et al., 2019). It is based on evidence that seeks to improve student performance (Hernández-Mosqueda et al., 2016). The competences are evaluated in action. Therefore, it is important to continuously monitor the progress of the students and support them in the face of difficulties in an assertive way (Tobón, 2013). The evaluation involves four processes: self-evaluation, co-evaluation, hetero-evaluation and meta- evaluation. One of the most widely used evaluation instruments are the rubrics that assess performance through levels of achievement: receptive, decisive, autonomous and strategic. However, despite the changes in medical education due to the health crisis, there is a lack of research on the evaluation of medical skills in virtual education. The objectives of this study are: 1) Identify the elements most valued by students and teachers regarding virtual education. 2) Determine if there are significant differences in the perceptions of students and teachers regarding virtual education. 3) Identify the aspects of virtual education that are related in a significant with in the evaluation by competences. Correlational cross-sectional study where two questionnaires were applied to 190 science and clinical students and 71 science and clinical teachers, which were previously validated with an Alfha of 0.991 and 0.994. In the results, he highlighted that the best value was that teachers favor critical and complex thinking and self- directed study in virtual education; which is significantly related to the evaluation by competences when they use the rubrics since they allow to identify areas of opportunity. Likewise, significant differences were found between teachers and students regarding the use of rubrics in the evaluation of competencies who consider that they are applied more are the teachers. 

References (maximum three) 

Hernández-Mosqueda, J. S., Tobón-Tobón, S., & Guerrero-Rosas, G. (2016). Hacia una evaluación integral del desempeño: las rúbricas socioformativas. Ra Ximhai, 12(6), 359-376. https://www.redalyc.org/pdf/461/46148194025.pdf 

Parra, H., López, J., González, E., Moriel, L., Vázquez, A., Y González, N. (2019). Las tecnologías del aprendizaje y del conocimiento (TAC) y la formación integral y humanista del médico. Investigación en educación médica, 8(31), 72-81. https://doi.org/10.22201/facmed.20075057e.2019.31.18128 

Tobón, S. T. (2013). Formación integral y competencias (Vol. 227). Editorial Macro. Tobón, S.