<?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>S2007-50572016000400215</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2016.01.021</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tensiones y reconfiguraciones de la práctica docente ante el cambio curricular en la Facultad de Medicina de la Universidad Nacional Autónoma de México]]></article-title>
<article-title xml:lang="en"><![CDATA[Tensions and reconfigurations of teaching practice due to a change in the curriculum in the Universidad Nacional Autónoma de México Faculty of Medicine]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hamui Sutton]]></surname>
<given-names><![CDATA[Alicia]]></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 División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>5</volume>
<numero>20</numero>
<fpage>215</fpage>
<lpage>219</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572016000400215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572016000400215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572016000400215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La Facultad de Medicina de la UNAM inició en 2010 la implementación de un nuevo plan de estudios cuya característica básica fue la de incorporar en las asignaturas el modelo pedagógico de las competencias. El denominado Plan 2010, está centrado en el estudiante y pone énfasis en el autoaprendizaje, lo que de facto transforma los roles que desempeñan los profesores en el proceso educativo. La escasa orientación y capacitación a los docentes provocó tensiones en el interior de los departamentos encargados del diseño curricular de las asignaturas y de coordinar a los alumnos y profesores. Este trabajo analiza, a partir de las siete estrategias de formación docente de Jolly, las variadas respuestas de los sujetos docentes ante los cambios educativos y los desafíos que enfrentan los profesores en los ciclos básicos (dos primeros años de la licenciatura). También aborda las representaciones y las prácticas que desarrollan los docentes en las interacciones cotidianas en el contexto de la reestructuración del campo de la educación médica. En la discusión se contrastan las propuestas de Jolly con el proceso de transformación docente en la Facultad de Medicina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In 2010, the Faculty of Medicine of the UNAM began implementing a new curriculum that has as its basic feature the incorporation of the teaching model of skills by subjects. The so-called 2010 Plan is student-focused and places emphasis on self-learning, which de-facto transforms the roles that teachers play in the educational process. The lack of guidance and training of teachers caused tensions within the departments, who are in charge of the curriculum design of the subjects and coordinate student and teacher activities. This work analyses, using the seven teaching training strategies of Jolly, the varied responses of teaching subjects to educational changes and the challenges teachers are facing at the basic levels (first two years of the undergraduate medical course). It also discusses the representations and practices that teachers develop in daily interactions in the context of the restructuring of the medical education field. In the discussion, the proposals of Jolly are contrasted with the process of educational transformation in the UNAM's Faculty of Medicine.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[Cambio curricular]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Modelo por competencias]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum design]]></kwd>
<kwd lng="en"><![CDATA[Faculty development]]></kwd>
<kwd lng="en"><![CDATA[Competencies/skills]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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