<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572018000300035</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2018.27.1723</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de adaptación para el aprendizaje de la clínica: la voz de los estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Strategies for adapting to clinical learning: the voice of students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón Soto]]></surname>
<given-names><![CDATA[Maribel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuñiga Parada]]></surname>
<given-names><![CDATA[Denisse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leiva Rodríguez]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla Pérez]]></surname>
<given-names><![CDATA[Oslando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bitran Carreño]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Escuela de Psicología ]]></institution>
<addr-line><![CDATA[Santiago de Chile ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Centro de Educación Médica ]]></institution>
<addr-line><![CDATA[Santiago de Chile ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Escuela de Medicina Departamento de Enfermedades Respiratorias]]></institution>
<addr-line><![CDATA[Santiago de Chile ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Escuela de Medicina Departamento de Salud Pública]]></institution>
<addr-line><![CDATA[Santiago de Chile ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>7</volume>
<numero>27</numero>
<fpage>35</fpage>
<lpage>43</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572018000300035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572018000300035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572018000300035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción La formación médica incorpora gradualmente la participación de los estudiantes en centros de salud, lo que transforma el espacio tradicional de enseñanza-aprendizaje. En esta transición al aprendizaje clínico se ha observado un aumento en los niveles de estrés y mayores dificultades académicas en los estudiantes. Sin embargo, se desconoce qué hacen los estudiantes para adaptarse a este nuevo escenario.  Objetivo Describir las estrategias de adaptación que los estudiantes declaran utilizar para el aprendizaje de la clínica en nuevos ambientes de enseñanza.  Método Estudio descriptivo con enfoque cualitativo. Se realizaron 8 entrevistas grupales con estudiantes de tercer a sexto año de formación (n=54). Antes de comenzar la reunión, cada uno firmó el consentimiento informado validado por el comité de ética de la institución. Los datos fueron analizados a través de la generación de categorías, con una técnica de codificación abierta y axial propia de Teoría Fundamentada.  Resultados Las estrategias reportadas fueron contextuales y abarcan el ámbito académico y personal, presen tándose actitudes diferenciales: algunos con una orientación más activa y otros más reactiva. Las estrategias se vinculan a la gestión del tiempo y actividades, a las relaciones con otros en el contexto académico, al control de necesidades en el ámbito personal. Se propone un modelo interpretativo para explicar el fenómeno de adaptación a la clínica y sus implicanciones en la formación. Estas consecuencias abarcan cinco ámbitos de acción: involucramiento en el aprendizaje, desarrollo habilidades clínicas, autonomía y responsabilidad, manejo del error y relaciones con otros.  Conclusiones Los estudiantes declaran diversas estrategias para afrontar este nuevo escenario de aprendizaje. Se considera que no todas ellas parecen ir en una dirección de cuidado vital. Se plantea que el uso de una u otras estrategias podrían influir en su preparación y logro para el ciclo siguiente de formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Medical training gradually incorporates the participation of students in health centers, transforming the traditional teaching-learning space. In this transition to clinical learning, students experience increased stress levels and greater academic difficulties. However, little is known about what do students do to adapt to this new scenario.  Goals Describe the strategies of adaptation that students declare to use for learning the clinic in new teaching environments  Methods Descriptive study with a qualitative approach. There were 8 group interviews with students from third to sixth year of training (n = 54). Before starting the meeting, participants signed an informed consent document validated by the institution's ethics committee. Data were analyzed through the generation of categories, with an open coding technique and axial analysis based on the Grounded Theory.  Results The strategies reported were contextualized and cover the academic and personal realms. These revealed different attitudes: some with a more active orientation and others more reactive. In the academic context the strategies referred to the management of time, activities and relationships with others. In the personal realm to the control of basic needs and recreation. An interpretive model is proposed to explain the phenomenon of adaptation to the clinic and its implications in training. These adaptation strategies revolve around five areas of action: academic engagement, development of clinical skills, autonomy and responsibility, handling of error and relationships with others.  Conclusions Students implement different strategies to address the challenges of this new learning scenario. It is considered that not all of them seem to go in a direction of vital self-care. It is suggested that the use of one or other strategies could influence the students' preparation for and achievement in the next training cycle.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[estrategias de adaptación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de la clínica]]></kwd>
<kwd lng="es"><![CDATA[teoría fundamentada]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
<kwd lng="en"><![CDATA[adaptation strategies]]></kwd>
<kwd lng="en"><![CDATA[clinic learning]]></kwd>
<kwd lng="en"><![CDATA[grounded theory]]></kwd>
</kwd-group>
</article-meta>
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