Introduction: The incorrect use of biomedical equipment in clinics and hospitals generates serious consequences that affect patient safety, the quality of medical care, and repair costs. The root of the problem lies in the insufficient training that future doctors receive in the operation and proper use of these devices. Additionally, the literature on the teaching of these devices in medical education is scarce, creating a knowledge gap in the teaching strategies that facilitate learning. Objective: To understand the learning process of medical students regarding the use and operation of biomedical equipment in clinical simulation courses. Materials and Methods: Intentional and opinion-based sampling was applied to select participants with significant experiences related to the phenomenon under study, thus ensuring the contribution of diverse perspectives and experiences. A qualitative study with an action research design was conducted. Data collection was carried out through two non-participant observations, two focus groups, twelve semistructured interviews, two field notes, and a research diary that recorded personal reflections, observations, emotions, and thoughts throughout the research process. The semi-structured interviews and focus group were audio-recorded and later transcribed to facilitate thematic analysis. Results: It was found that the integration of various pedagogies such as progressive teaching, practical experiences, frequent manipulation of the equipment, observation of equipment operation by professionals, and multidisciplinary teaching strengthens this learning in students. Discussion: The aforementioned findings have implications for facilitating the learning of medical students about the use and operation of biomedical equipment in Maestría en Educación para profesionales de la Salud medical education, providing clear guidance on how this teaching should be approached. It is important that medical education adopts a progressive approach to teaching about these devices, increasing interaction with them from the early semesters of the degree and simultaneously integrating theory and practice in their teaching. Conclusion: Progressive teaching and increasing the frequency of interaction with biomedical equipment are crucial strategies to strengthen the learning of medical students on how to correctly use these devices and how they function. However, despite implementing various pedagogical strategies in the teaching of biomedical equipment, students may experience a disconnect between theory and practice, hindering the development of their competencies to use these devices in real clinical contexts.
