This article shows the results of a research carried out with senior medical students in a higher education institution focuse on the teaching of health sciences. The main outcome was to determine the impact of the knowledge representation systems in a virtual learning environment using ECAES examinations as strengthening resources and reviewing of the knowledge. The learning styles were taking into account to process the information related to the results from the questionnaire based on ECAES examinations which were designed and assessed by the ICFES (Instituto Colombiano para el Fomento de la Educacion Superior). During this research was implemented a 2 x 4 factorial design of two variables; learning styles and knowledge representation systems. The participants were classified by applying The Kolb learning style inventory; according to learning styles they were classified in Assimilators, accommodators, Divergers and Convergers. The knowledge representation systems used during the research were concept maps, conceptual graphs, conceptual mentefactos and frames. The objective of the research was to determine if there are significant differences in the conceptual transfer between students according to their learning styles and their knowledge representation systems used in the study of basic medical skills. The study revealed that 53% of the students were divergers (Reflective observation). The knowledge representation systems that allow students got the best findings were frames and conceptual mentefactos , although the results were not significant. The converger students got the best findings in this type of test, which is in line with KOLB’s approaches.