Objective:

Identify the facilities and obstacles for innovation in classroom practices through the appropriate use of technological resources in the medicine school of the Universidad Juárez Autónoma de Tabasco, in Villahermosa, Mexico.

Materials and methods:

The action research method was used in the development of the pathophysiology classes of the fourth semester of medicine. The study was heuristic and the data were qualitative. The data were obtained from texts and student responses in the Microsoft Teams platform. Study period. The course was conducted for 20 weeks, from March to July 2021, on the platform.

Results:

There were connectivity problems, for both students and teachers. The dominant practice, the lecture supported by student presentations, hampered the development of flipped classroom activities; copying and pasting was common instead of reflection and the development of critical thinking. The formative evaluation emphasized the identification and solution of problems, which was partially achieved.

Conclusions:

It is necessary to modify the curriculum to promote subjects that, as pathophysiology, integrate several disciplines, with programs oriented to processes and not the sum of activities, and to promote the rational use of communication and information technologies.