Objective: The objective of this research is to analyze Learning and Knowledge Technologies as a didactic tool for the formative management of Medicine students. Material and methods: The methodology used was descriptive, quantitative, with a positivist empirical approach, non-experimental and field design. The population, object of study, corresponds to four hundred and seventy-eight (478) students of the third, sixth and ninth semesters of the medicine program. The data collection technique was the survey, in its questionnaire modality, with 27 items and 5 response alternatives according to the Likert scale. The content validation process was applied by (7) experts in the field applying the pilot test. Results: The data obtained from the reliability estimate yielded a coefficient of 0.87, located in an exceedingly high interpretation for the variable (TAC). Data were analyzed with descriptive statistics using the arithmetic mean or average as a measure of central tendency and the standard deviation as a measure of dispersion or variability. Conclusion: According to the obtained findings, a high index of use of learning and knowledge technologies in teaching (TAC), such as medical software or comprehensive institutional management system, internet, specialized databases in the field of health, simulators, virtual classrooms, absence of the use of augmented reality and telemedicine, is evident. It is recommended to sensitize the body of teachers on the importance of incorporating TACs in the educational processes of the students. Likewise, promote plans and continuous training programs of strict compliance for teachers in the areas of health, which allow to awaken their interest in the latest trends in medicine and, lastly, equipping and updating practical learning environments in health areas, to guarantee favorable spaces for medical practice. Keywords: Information and Communication Technologies (ICT) Learning and Knowledge Technologies (TAC)