Introduction. Learning in medical education based on public health is essential to respond to the commitments that the country has regarding its approach and deployment to meet the needs of the population. Aim. To describe the perceptions of medical students about the learning of Comprehensive Health Care Routes, Retinoblastoma and Retinopathy of Prematurity Methodology. Qualitative exploratory study. Interviews were conducted with medical students from different semesters. The responses were coded and categorized to answer the research question. Results. The students perceive the importance of risk prevention in their learning and that the approach to the RIAS has been more theoretical than practical, which is why it creates a gap between diagnosis and energizing the routes studied. In the same way, the understanding that students have about MIAS, MAITE and RIAS, and the perception about the activation of Comprehensive Health Care Routes, understanding about the approach to retinopathy of prematurity and childhood retinoblastoma in front of the diagnosis, perception about the strengths and weaknesses in learning the RIAS. Conclution. These findings suggest that students have difficulties knowing how to stimulate RIAS in general, and specifically those of retinopathy of prematurity and Infantile retinoblastoma. Therefore, in the face of adherence to and resolution of protocols and RIAS, in the future in their medical practice, they could have difficulties in diagnosing these diseases on time and in a timely manner.
