Teaching microbiology in health sciences programs presents challenges related to the development of specific technical skills and limitations in infrastructure and teaching resources. This study describes the design, implementation, and analysis of a blended learning educational intervention in the Introduction to Microbiology and Parasitology course within the Nutrition degree program at the Faculty of Medical Sciences (FCM), National University of Córdoba (UNC), during the 2024 academic year. A descriptive, cross- sectional study was conducted. The study population consisted of 188 students who completed the course. The teaching sequence combined preparatory online components (instructional videos, interactive simulators, self-assessment activities, and a discussion forum) with in-person laboratory sessions. Student perceptions were assessed using a structured survey.
The survey was completed by 73 students (38.8% of those who participated). Among respondents, 97.3% rated the material available in the virtual classroom to be very or quite useful in supporting in-person sessions. Additionally, 67.1% of students correctly performed the plate inoculation technique according to criteria established in a structured teacher checklist. Approximately 30% reduction in the time spent on the initial laboratory instruction was observed. The findings suggest that the virtual environment functioned as an anticipatory tool that facilitated prior preparation and optimized in-person time, representing a viable pedagogical strategy in contexts of high enrollment and limited resources.