ABSTRACT
The COVID-19 pandemic has led to the abrupt assumption in the university context, of the distance education to guarantee the continuity of the teaching-learning process (PEA), in which virtuality plays a decisive role. There is evidence of a growing introduction of this modality;however, shortcomings related to its use were revealed in the PEA of the Applied Mathematics curriculum on Health Information Systems career, at the University of Medical Sciences of Santiago de Cuba. In correspondence with ministerial methodological guidelines, the curriculum was virtualized, in the course-by-meeting mode, taking into account technological, organizational and pedagogical aspects;under the guidance of theoretical methods such as analysis and synthesis, historical-logical, and systemic-structural;and empirical methods such as scientific observation and documentary review. The space created in the Virtual Health University of Santiago de Cuba, allows the continuity of the PEA in the midst of the restrictive measures established. Greater independence, self-preparation and protagonism of the actors involved, and an adequate level of essentials are guaranteed, and the rational use of Information and Communication Technologies is encouraged.