<?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>S2007-50572019000100013</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2016.08.003</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La simulación clínica como estrategia para el desarrollo del pensamiento crítico en estudiantes de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Clinical simulation as a strategy for the critical thinking development in medical students]]></article-title>
</title-group>
<contrib-group>
<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[Tapia Vallejo]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olivares Olivares]]></surname>
<given-names><![CDATA[Silvia Lizett]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Monterrey Escuela de Medicina Dirección de Innovación y Calidad Académica]]></institution>
<addr-line><![CDATA[Mty N.L]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<volume>8</volume>
<numero>29</numero>
<fpage>13</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572019000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572019000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572019000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Las instituciones que ofrecen carreras de medicina han centrado su atención en formar estudiantes para el desarrollo de competencias genéricas, entre ellas el pensamiento crítico. Una estrategia que se ha utilizado para su desarrollo es la simulación clínica mediante sus etapas. Sin embargo, es relevante identificar cómo la simulación clínica da al estudiante la oportunidad de pensar en diversos momentos de su aprendizaje (por adelantado, durante la acción y en retrospectiva) con la finalidad de razonar, deliberar y emitir juicios con objetivos y fines establecidos para autorregular su aprendizaje.  Objetivo:  Valorar el desarrollo del pensamiento crítico a partir de la simulación clínica en cada una de sus etapas (diagnóstico, intervención y reflexión) en estudiantes de la carrera de medicina en una institución privada.  Método:  Cualitativo descriptivo. Se diseñó y aplicó una rúbrica a 4 equipos de 5 estudiantes con el objetivo de valorar el desarrollo del pensamiento crítico en las etapas de la simulación clínica, utilizando simulación de alta fidelidad. A partir de la observación se identificaron los niveles bajo, medio y alto de la competencia para cada equipo.  Resultados:  En cuanto al nivel de pensamiento crítico, 2 de 4 equipos fueron capaces de diagnosticar y analizar el balance entre los beneficios y los riesgos de las pruebas y de los tratamientos; 1 de 4 equipos fue capaz de reconocer opciones de tratamiento a partir de datos relevantes; y 3 de 4 equipos fueron capaces de describir objetiva y subjetivamente la experiencia de simulación. La etapa de reflexión fue en la que los estudiantes se posicionaron en un nivel alto de pensamiento crítico medido durante la simulación clínica.  Conclusiones:  Las actividades simuladas brindan a los estudiantes la oportunidad de analizar, reflexionar, evaluar contenidos y enfrentar situaciones asociadas con su quehacer profesional mediante la aproximación a la realidad clínica que enfrentarán en el futuro, logrando aprendizaje interactivo y retroalimentación inmediata.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The importance of clinical simulation is increasing on medical education. Medical schools are considering diverse methods to train students&#8217; trough clinical simulation as part of their improvement process. This strategy may develop critical thinking on three phases: diagnosis, intervention and reflection. Is important to inquire if clinical simulation contribute on students to think, to reason, to deliberate and make judgments as established by its objectives and purposes for learning.  Objective:  The main objective of this study was to assess the development of critical thinking from clinical simulation in each of its stages (diagnosis, intervention and reflection) on medical students from a private medical school.  Method:  Descriptive qualitative. It was designed and applied a rubric on 4 teams of 5 students to assess the critical thinking on the following clinical simulation phases: diagnosis, intervention and reflection, using high-fidelity simulation. Through observation there were considered three levels: low, medium and high to assess the competence for each team.  Results:  Considering the highest level of critical thinking, results showed that 2 of 4 teams were capable to diagnose and balance benefits and risks for tests and treatments. One from four teams were able to recognize treatment options from relevant information and three from four were capable to describe objectively and subjectively the experience of simulation. Reflection phase was the highest scored con critical thinking competence.  Conclusion:  Simulated activities contribute on students the opportunity to analyze, reflect and assess professional situations on a fictitious clinical environment, considering interactive learning with immediate feed-back, imitating their future professional task.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[simulación clínica]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación reflexiva]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje experiencial]]></kwd>
<kwd lng="en"><![CDATA[Clinical simulation]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
<kwd lng="en"><![CDATA[Debriefing]]></kwd>
<kwd lng="en"><![CDATA[Experiential learning]]></kwd>
</kwd-group>
</article-meta>
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