<?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>S2007-50572018000400055</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2018.28.1749</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo del pensamiento crítico mediante la simulación de alta fidelidad con estudiantes de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Developing critical thinking through the application of high fidelity simulation on medical students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segura-Azuara]]></surname>
<given-names><![CDATA[Nancy de los Ángeles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valencia Castro]]></surname>
<given-names><![CDATA[Johanna Lizbeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Cabrera]]></surname>
<given-names><![CDATA[Mildred Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Monterrey Escuela de Medicina y Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Monterrey Nuevo León]]></addr-line>
<country>Mexico</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>55</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572018000400055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572018000400055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572018000400055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El pensamiento crítico explora las causas y consecuencias de las acciones que conllevan la generación de conocimiento, esto es de vital importancia para la formación de profesionales de salud. Una estrategia comúnmente usada para su desarrollo es la simulación clínica. El objetivo de este estudio fue evaluar si la simulación clínica desarrolla el pensamiento crítico en estudiantes de medicina.  Método:  Es un estudio cuantitativo, descriptivo y cuasi-experimental, en el que participaron 51 alumnos, se utilizó como instrumento el Cuestionario de Competencias Genéricas Individuales para evaluar el pensamiento crítico en tres dimensiones: Interpretación y análisis de la información; Juicio de una situación específica con datos objetivos y subjetivos; e Inferencia de las consecuencias de la decisión basándose en el juicio autorregulado. Se diseñaron y aplicaron dos casos: insuficiencia renal aguda y glomerulonefritis. Como parte del análisis se utilizó la prueba t-student así como estadística descriptiva.  Resultados:  Al comparar la media general obtenida en la competencia de pensamiento crítico, se obtuvo una t-student de 0.1549, lo cual indica con un intervalo de confianza del 95%, que las medias no tienen una diferencia significativa. Tampoco se encontraron diferencias significativas al comparar las medias por dimensión.  Conclusiones: La evidencia de este estudio indica que la simulación no desarrolla las habilidades del pensamiento crítico. Una de las explicaciones para la poca diferencia entre los resultados del pre y post-test fue el poco tiempo que transcurrió entre la primera y la segunda aplicación del cuestionario. A futuro, esta experiencia se repetirá dejando más tiempo entre las evaluaciones, lo cual permitirá una visualización más cercana al desarrollo de la misma en los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Critical thinking explores the causes and consequences of actions that lead to the knowledge generation, this is vital for the training of health professionals. One commonly used strategy for its development is clinical simulation. The aim of this study was to evaluate whether clinical simulation develops critical thinking in medical students.  Method:  This is a quantitative, descriptive and quasi-experimental study, in which 46 students participated. As an instrument, the Individual Generic Skills Test was used to assess critical thinking in three dimensions: Interpretation and analysis of information; Judgment of a specific situation with objective and subjective data; and Inference of the consequences of the decision based on self-regulated judgment. Two cases were designed and applied: acute renal failure and glomerulonephritis. As part of the analysis we used the t-student test as well as descriptive statistics.  Results:  When comparing the general average obtained in the critical thinking competence, a t-student of 0.1549 was obtained, indicating with a 95% confidence interval that the means did not have a significant difference. No significant differences were found when comparing the means by dimension.  Conclusions:  The evidence from this study indicates that the simulation does not develop critical thinking skills. One explanation for the small difference between pre and post-test results was the short time elapsed between the first and second application of the questionnaire. In the future, this experience will be repeated, leaving more time between evaluations, which would allow a closer image of the students' development.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Simulación clínica]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[Fisiopatología]]></kwd>
<kwd lng="en"><![CDATA[Clinical simulation]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
<kwd lng="en"><![CDATA[Pathophysiology]]></kwd>
</kwd-group>
</article-meta>
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