THEORETICAL-METHODOLOGICAL FOUNDATIONS FOR THE USE OF THE VIRTUAL HEALTH CLASSROOM BY IMAGING TEACHER

Abstract

Faculty members in Radiology, a medical specialty focused on diagnosis through medical imaging, have found it necessary to incorporate digital tools that support a training process aligned with scientific and technological advances—such as the use of virtual classrooms. These are considered spaces or environments created with the intention of enabling learning experiences through educational resources and materials, under the supervision and interaction of a teacher. Objective: This article aims to analyze various perspectives on the theoretical and methodological foundations for the use of the Virtual Health Classroom by radiology instructors. Method: Based on a literature review on the subject, concepts and principles are systematized that demonstrate the epistemological significance within the framework of scientific research. Results: By examining the main theoretical foundations, the study highlights the need to shift from a traditional teaching model toward one where educators recognize the relevance of medical reality in society. This shift allows for a meaningful engagement with the content offered by the Virtual Classroom (VC) as part of scientific and technological progress. The conclusion drawn emphasizes the importance of establishing an operational and functional approach that transforms the educational reality and the role of the VC, whose use is often minimized to a mere extension of in-person activities. There is a clear need to define a path that promotes its effective use in accordance with current social demands.