Introduction.

It is necessary to adapt didactic techniques that favor the achievement of skills in a virtual, synchronous or asynchronous way, in anticipation of socially complex contingent situations that make it difficult to attend, as has been the current COVID-19 pandemic.

Objective.

To identify the perception of student satisfaction regarding the use of Team-Based Learning (TBL) as an active and participatory methodology in emergency remote teaching and its relationship with academic performance in students of the Universidad Católica de la Santísima Concepción (UCSC) Medical Technology major.

Subjects and methods.

A pedagogical intervention was carried out in the Human Physiology course of the UCSC School of Medicine, in which the TBL was used as a method of supporting the learning of contents delivered in synchronous online classes in two theoretical units: renal and digestive. The collection of data on the perception of satisfaction was carried out through a self-developed survey. The grades were obtained from the academic record of the course. A descriptive-correlational statistical analysis was performed.

Results.

Acceptable internal consistency of the various items of the perception of satisfaction scale was found. Better perception was reported for the items of methodology and self-regulation of learning, with a greater positive correlation for those students with better academic performance.

Conclusions.

The TBL as a didactic technique to favor interaction and learning in traditional contexts, seems likely to maintain this characteristic that favors interaction and learning, when it is adapted to socially complex conditions such as the context of the COVID-19 pandemic.

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