<?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>0026-1742</journal-id>
<journal-title><![CDATA[Revista de la Facultad de Medicina (México)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Med. (Méx.)]]></abbrev-journal-title>
<issn>0026-1742</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0026-17422015000600048</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La práctica deliberada en la educación médica]]></article-title>
<article-title xml:lang="en"><![CDATA[Deliberate practice of medical education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrientos-Jiménez]]></surname>
<given-names><![CDATA[Mirlene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durán-Pérez]]></surname>
<given-names><![CDATA[Verónica Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León-Cardona]]></surname>
<given-names><![CDATA[Alan Giovanni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Tellez]]></surname>
<given-names><![CDATA[Sahira Eunice]]></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 ]]></institution>
<addr-line><![CDATA[ México DF.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina ]]></institution>
<addr-line><![CDATA[ México DF.]]></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[ México DF.]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>58</volume>
<numero>6</numero>
<fpage>48</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0026-17422015000600048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0026-17422015000600048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0026-17422015000600048&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El médico es un experto en el área de la salud, enfocado al diagnóstico, tratamiento y prevención de enfermedades. Uno de los modelos más aceptados para explicar el logro de la experticia es la práctica deliberada, entendida como un marco teórico que consiste en actividades planeadas basadas en objetivos específicos y precisos, con la finalidad de adquirir, desarrollar y perfeccionar destrezas cognitivas y motoras, para mejorar la calidad de atención y la seguridad de los pacientes. Los elementos requeridos para llevar a cabo de manera adecuada la práctica deliberada son: 1) objetivos definidos, 2) motivación, 3) realimentación y 4) repetición. La educación basada en competencias afirma que la enseñanza debe estar centrada en el estudiante, y la práctica deliberada coadyuva para el cumplimiento de dicha finalidad. Por ello se han diseñado diversas estrategias pedagógicas desde modificaciones curriculares, actividades profesionales confiables (APROC) y simuladores, hasta métodos de enseñanza clínica, con el propósito de elevar la calidad de los egresados en cursos de pregrado, posgrado y educación continua, para lograr médicos competentes con las habilidades necesarias para que, en el ejercicio de su profesión, mejoren la calidad de la atención y la seguridad del paciente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The physician is a health expert, focused on diagnosis, treatment and prevention of diseases. One of the most accepted models explaining the achievement of the expertise is the deliberate practice understood as a theoretical framework based on specific and precise objectives in order to acquire, develop and increase cognitive and motor skills, in addition to the improvement of the quality of care and patient safety. The required elements to perform adequately the deliberate practice are: 1) clear objectives, 2) motivation, 3) feedback, and 4) repetition. The competency-based education states that education should be focused on the student, and the deliberate practice contributes to the fulfillment of this purpose. Therefore various teaching strategies have been designed including curricular changes, Entrustable Professional Activities (EPA) and simulators and methods of clinical teaching, in order to increase the quality of undergraduate, post-graduate and continuing education, training competent physicians with the necessary skills to improve the quality of care and patient safety in the exercise of their profession.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Práctica deliberada]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[médico]]></kwd>
<kwd lng="es"><![CDATA[experto]]></kwd>
<kwd lng="es"><![CDATA[competencias]]></kwd>
<kwd lng="en"><![CDATA[Deliberate practice]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[physician]]></kwd>
<kwd lng="en"><![CDATA[expert]]></kwd>
<kwd lng="en"><![CDATA[competences]]></kwd>
</kwd-group>
</article-meta>
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