<?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>S2007-50572018000400035</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2018.28.1744</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de un modelo pedagógico constructivista apoyado con TIC para desarrollar competencias en medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of a constructivist pedagogical model supported by ITC on the development of competencies in medicine]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huerta Ramírez]]></surname>
<given-names><![CDATA[Saúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Serna]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paniagua Pérez]]></surname>
<given-names><![CDATA[Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melchor López]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaría de Salud Hospital General Ticomán ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,IMSS Hospital General de Zona 58 ]]></institution>
<addr-line><![CDATA[Tlalnepantla ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Secretaría de Salud Hospital General Xoco ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>7</volume>
<numero>28</numero>
<fpage>35</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572018000400035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572018000400035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572018000400035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Muchas universidades que imparten la carrera de medicina han desarrollado planes de estudio y métodos de evaluación bajo un enfoque por competencias. Los modelos de enseñanza en las aulas no han evolucionado a la par de estos planes, pues se observa un predominio de los modelos pedagógicos tradicionales. Por tal motivo, es necesario proponer nuevos métodos de enseñanza de la medicina que aprovechen la tecnología disponible y evaluar el impacto que estas nuevas estrategias tienen en el desarrollo de las competencias académicas.  Objetivo:  proponer y evaluar el impacto que tiene un modelo pedagógico constructivista apoyado por las TIC (tecnologías de la información y comunicación) en el logro de competencias en medicina y compararlo con el modelo tradicional.  Método:  35 estudiantes de la carrera de médico cirujano de la Facultad de Medicina UNAM y de la Universidad Justo Sierra (JS) que cursaron la materia de geriatría en un hospital de 2º nivel, fueron divididos en 2 grupos para cursar una unidad temática bajo un modelo de enseñanza tradicional (MT) o bajo un modelo constructivista apoyado por las TIC (MCAT). Al final se midió el logro de 5 competencias académicas en ambos grupos.  Resultados:  El grupo que llevó el modelo tradicional (MT) se conformó con 17 estudiantes y el grupo que cursó con el modelo constructivista apoyado por las TIC (MCAT) con 18 estudiantes. En la competencia &#8220;toma de decisiones&#8221;, &#8220;resolución de problemas&#8221; e &#8220;historia clínica&#8221; hubo diferencia significativa en el grado de competencias alcanzadas a favor de los que cursaron con el MCAT (p&lt;0.05). En la competencia &#8220;razonamiento clínico&#8221; y &#8220;conocimiento&#8221; no hubo diferencia en el grado de competencias alcanzadas entre los dos modelos.  Conclusiones:  Utilizando un modelo de enseñanza constructivista apoyado por las TIC los estudiantes desarrollan niveles más altos de competencias en &#8220;toma de decisiones&#8221;, &#8220;resolución de problemas&#8221; e &#8220;historia clínica&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Many universities that run the medical profession have developed curricula and assessment methods under a competence model approach. Models of classroom teaching have not kept pace with these plans, because a dominance of traditional teaching models is observed. Therefore, it is necessary to propose new methods of medical education that leverage the technology available and assess the impact these new strategies have in the development of academic competences.  Objective:  to propose and evaluate the impact of a constructivist pedagogical model supported by the Information and Communication Technologies (ICT) in achieving competences in medicine and compare it against the traditional model.  Methods:  35 medical students from the Faculty of Medicine of the National Autonomous University of Mexico (UNAM) and the University Justo Sierra (JS) who completed the field of geriatrics at a 2nd level hospital, were divided into 2 groups to pursue a thematic unit under a Traditional Teaching Model (TTM) or under a Constructivist Model (CM) supported by ICT. The achievement of 5 academic competences in both groups was measured as the primary end point.  Results:  17 students were included in the group with the Traditional Teaching Model (TTM) and 18 students were included in the Constructivist Model (CM) supported by ICT. There were significant differences in favor of those who attended the Constructivist Model (CM) supported by ICT (p &lt;0.05) in "decision-making", "problem solving" and "medical record" competences, but not in &#8220;clinical reasoning&#8221; and &#8220;knowledge&#8221;.  Conclusions:  Using the Constructivist Model (CM) supported by ICT, students develop "decision making", "problem solving" and "medical record" competences.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias]]></kwd>
<kwd lng="es"><![CDATA[Constructivista]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[Modelo pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Medicina]]></kwd>
<kwd lng="en"><![CDATA[Competences, Constructivist, ICT]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical model, Medicine]]></kwd>
</kwd-group>
</article-meta>
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