<?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>S2007-50572017000300169</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2016.09.012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Vivencias y experiencias de médicos residentes mexicanos durante su primer año de formación académica]]></article-title>
<article-title xml:lang="en"><![CDATA[Experiences of Mexican resident physicians during their first year of education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta-Fernández]]></surname>
<given-names><![CDATA[Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilera-Velasco]]></surname>
<given-names><![CDATA[María de los Ángeles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pozos-Radillo]]></surname>
<given-names><![CDATA[Blanca Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-López]]></surname>
<given-names><![CDATA[Teresa Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parra Osorio]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Instituto de Investigación en Seguridad y Salud en el Trabajo ]]></institution>
<addr-line><![CDATA[Guadalajara Jalisco]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Centro de Investigación en Sistemas de Información y Gestión en Salud ]]></institution>
<addr-line><![CDATA[Guadalajara Jalisco]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Libre  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>6</volume>
<numero>23</numero>
<fpage>169</fpage>
<lpage>179</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572017000300169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572017000300169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572017000300169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción La investigación sobre la formación académica de médicos residentes en México ha crecido de manera progresiva. Sin embargo, existen muy pocos estudios de corte cualitativo sobre las vivencias y experiencias de los futuros médicos especialistas. Y es durante el primer año de formación académica donde se pueden presentar una variedad de situaciones que retan la capacidad de adaptación de los estudiantes.  Objetivo Conocer, describir e interpretar las vivencias y experiencias de médicos residentes durante su primer año de formación y la influencia en su bienestar y su salud.  Método Estudio fenomenológico en el que se realizaron 18 entrevistas en profundidad a 13 médicos residentes de primer año. La recolección de datos se finalizó al obtener la saturación. Se utilizó el programa Atlas.ti® para el análisis cualitativo de datos.  Resultados La formación de los médicos residentes se caracterizó por sobrecarga de trabajo, ausencia de control y ambigüedad en los roles a desempeñar, falta de apoyo y escasez de recursos. Relaciones impositivas, amenazantes, humillantes y de poder con sus superiores jerárquicos. Desacreditación por parte de médicos de base, afectaciones a la vida personal, estrés y agotamiento físico y mental.  Conclusiones El impacto que puede tener la formación académica en la salud de los médicos residentes se manifestó de manera distinta si se tiene que emigrar a otra ciudad. Es deseable que se les ofrezca apoyo o acompañamiento psicológico durante su formación y que se priorice su condición como personas merecedoras de apoyo y respeto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Research into the academic training of resident physicians in Mexico has steadily grown. However, there are very few qualitative studies on the experiences of future medical specialists, particularly during the first year of academic training when there are a variety of situations that challenge the adaptability of students.  Objective To determine, describe and interpret the experiences of medical residents during their first year of training and the influence on their welfare and health.  Method Phenomenological study that included 18 depth interviews was conducted on 13 medical residents. Data collection was completed to obtain saturation. The Atlas.ti® program for qualitative data analysis was used.  Results Training of medical residents was characterised by work overload, absence of control, and ambiguity in roles to play, lack of support, and scarcity of resources. There were also, imposing, threatening, humiliating, and power relationships with their superiors, as well as discrediting by general practitioners, damage to personal life, stress, and burnout.  Conclusions The impact that academic training can have on the health of medical residents was manifested differently if one has to move to another city. They need to be offered psychological support during their training and treated as persons deserving support and respect.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Fenomenología]]></kwd>
<kwd lng="es"><![CDATA[Formación académica]]></kwd>
<kwd lng="es"><![CDATA[Médicos residentes]]></kwd>
<kwd lng="es"><![CDATA[Bienestar]]></kwd>
<kwd lng="es"><![CDATA[Salud]]></kwd>
<kwd lng="en"><![CDATA[Phenomenology]]></kwd>
<kwd lng="en"><![CDATA[Academic training]]></kwd>
<kwd lng="en"><![CDATA[Resident physicians]]></kwd>
<kwd lng="en"><![CDATA[Welfare]]></kwd>
<kwd lng="en"><![CDATA[Health]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Lo que decimos y lo que hacemos, la incongruencia en la enseñanza de los buenos hábitos: el currículo oculto]]></article-title>
<source><![CDATA[Inv Ed Med]]></source>
<year>2013</year>
<volume>2</volume>
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<year>2002</year>
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