<?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>S2007-50572018000400085</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2018.28.18146</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Investigación traslacional en ciencias de la salud: implicaciones educativas y retos]]></article-title>
<article-title xml:lang="en"><![CDATA[Translational research in health sciences: Educational implications and challenges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Carrillo]]></surname>
<given-names><![CDATA[Flora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campillo Labrandero]]></surname>
<given-names><![CDATA[Magda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Mendiola]]></surname>
<given-names><![CDATA[Melchor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Coordinación de Desarrollo Educativo e Innovación Curricular (CODEIC) ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></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>85</fpage>
<lpage>97</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572018000400085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572018000400085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572018000400085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo brinda una aproximación a la Investigación Traslacional (InvTras) en las ciencias de la salud. Se realizó una revisión histórica de los últimos años, así como de sus relaciones con la investigación aplicada, la investigación basada en evidencias, las ciencias de la implementación y la innovación-transferencia de conocimientos y tecnologías. La InvTras en medicina y educación se encuentran estrechamente vinculadas al realimentarse y encontrar terreno fértil en la educación médica. Se diseñó una guía didáctica (plantilla) para el análisis de artículos o estudios que articulan a la investigación básica con las diferentes fases de la investigación traslacional, a través de los siguientes elementos: 1) Introducción al estudio, 2) Análisis de problemática, 3) Investigación básica, 4) Investigación traslacional, 5) Mecanismos de traslación y 6) Evaluación y diseminación de resultados. La información que deriva de este tipo de plantillas, así como otros recursos o estrategias pedagógicas, pueden contribuir a la actualización e innovación de aspectos educativos en salud y otras ciencias, tales como innovaciones en el curriculum, la investigación, la evaluación y la carrera académica o profesional de las instituciones educativas superior. La InvTras ha impulsado diversas iniciativas institucionales y académicas en diferentes países tales como consorcios, centros de investigación y publicaciones que enfatizan el trabajo interdisciplinario y la riqueza que brinda la inclusión de métodos cuantitativos, cualitativos y mixtos. Por ello, entre sus retos está desarrollar o vincular modelos o herramientas que favorezcan el trabajo colaborativo entre investigadores y comunidad, el adecuado manejo de datos fraudulentos y la formación y evaluación de egresados con una clara visión de conectar la ciencia con la práctica. La InvTras señala la necesidad de poner en diálogo los avances de diferentes disciplinas para que de manera articulada trabajen en función de los beneficios de las comunidades y las sociedades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article provides a conceptual approximation to Translational Research (TrR) in the health sciences. A historical review of recent years was performed, as well as the study of its relationships with applied research, evidence-based research, implementation sciences and innovation-transference of knowledge and technology. TrR in medicine and education are strongly linked because of their mutual feedback and the fertile common ground in medical education. A pedagogical guide (template) was developed for the analysis of studies that aim to articulate basic research with different translational research phases, including: 1) Introduction to study, 2) Analysis of the problem, 3) Basic research, 4) Translational research, 5) Translational mechanisms and 6) Evaluation and dissemination of results. The use of these sort of tools, like other resources or pedagogical strategies, may contribute to updating and innovating the educational aspects of health and other sciences, such as curricular innovation, research, evaluation or academic/professional trajectories in higher education institutions. TrR has strengthened several academic and institutional initiatives in different countries such as the creation of partnerships, research centers and publications that promote interdisciplinary collaboration and the integration of quantitative, qualitative and mixed methods. Some of its challenges are to develop and link models and instruments to enhance collaborative work among researchers and members of the community, the appropriate prevention and management of fraudulent data, and the training and assessment of graduates with a clear vision for connecting science with professional practice. TrR highlights the need for an articulated dialogue between different disciplines&#8217; advances in the search for society&#8217;s benefit.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Investigación traslacional]]></kwd>
<kwd lng="es"><![CDATA[Práctica basada en evidencias]]></kwd>
<kwd lng="es"><![CDATA[Ciencias de la implementación]]></kwd>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Translational research]]></kwd>
<kwd lng="en"><![CDATA[Evidence-based practice]]></kwd>
<kwd lng="en"><![CDATA[Implementation sciences]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
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