<?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>S2007-50572021000200007</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.38.20332</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Construcción de la identidad docente en medicina y la capacitación temprana en la docencia]]></article-title>
<article-title xml:lang="en"><![CDATA[Identity construction as a medical teacher and early teaching training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vives Varela]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albarrán Pérez]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hamui Sutton]]></surname>
<given-names><![CDATA[Liz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fortoul van der Goes]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Departamento de Investigación en Educación Médica]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,IMSS UMF 31 ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Departamento de Biología Celular y Tisular]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>10</volume>
<numero>38</numero>
<fpage>7</fpage>
<lpage>15</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  La construcción de una Identidad Profesional Docente (IPD) sólida y valorada permite que el profesor realice su labor de manera satisfactoria y comprometida con el bienestar de los estudiantes.  Objetivo  Indagar cómo repercute la capacitación temprana como ayudantes de profesor en la IPD en los docentes de medicina.  Método  Estudio cualitativo con entrevistas semiestructuradas para obtener datos y un análisis de los mismos, acorde con el método utilizado.  Resultados  Se identificaron cuatro componentes que constituyeron las historias profesionales de los docentes: 1) el inicio temprano a la docencia, respaldado por un curso que profesionaliza la labor del ayudante de profesor, 2) el curso de iniciación a la docencia, que les brindó la oportunidad de establecer comunicación con profesores prestigiados por la institución, 3) la valoración positiva por parte de sus compañeros de su papel como puente entre las necesidades de los estudiantes y los requerimientos de los docentes titulares y 4) el acompañamiento de un docente experto (profesor titular o coordinador del curso de instructores), quien fue una figura relevante en el proceso de consolidar las competencias docentes.  Conclusiones  El inicio temprano a la docencia, respaldado por un curso que profesionaliza la labor del ayudante de profesor y, el apoyo de un docente experto, fueron elementos que influyeron de manera positiva en la construcción de las representaciones del papel profesional, de la enseñanza y el aprendizaje; así como en los sentimientos derivados del quehacer docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  The construction of a solid and appreciated identity as a professional teacher (IPT) allows teachers to carry out their work in a satisfactory way and committed to the well-being of the students.  Objective  To explore how the early training as an assistant professor affects the IPT in medical teachers.  Method  A qualitative approach with semi-structured interviews was used to obtain information; data analysis was structured in agreement with the applied methodology.  Results  Four components were identified as constituents of teacher´s professional histories: 1) an early start to teaching supported by a course that professionalized teacher's assistant skills, 2) introductory teaching courses that gave them the opportunity to establish communication with prestigious teachers, 3) positive assessments from peers about their role as a bridge between students&#8217; needs and the requirements of regular teachers, and 4) the accompaniment of an expert teacher (full-time professor or a coordinator of the course of instructors) who was a relevant figure in the process of consolidating teaching skills.  Conclusions  Early training, supported with a professionalizing course and the support from an experimented teacher were positive elements in the construction of representation of the professional role in teaching and learning, as well as the feelings derived from being a teacher.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[identidad profesional]]></kwd>
<kwd lng="es"><![CDATA[docente de medicina]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la medicina]]></kwd>
<kwd lng="es"><![CDATA[ayudante de profesor]]></kwd>
<kwd lng="en"><![CDATA[professional identity]]></kwd>
<kwd lng="en"><![CDATA[medical teaching]]></kwd>
<kwd lng="en"><![CDATA[medical teacher]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teacher assistant]]></kwd>
</kwd-group>
</article-meta>
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