<?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>S2007-50572020000100007</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2020.33.19176</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El residente como educador en urgencias: una evaluación de sus necesidades educativas]]></article-title>
<article-title xml:lang="en"><![CDATA[Resident as a Teacher in Emergency Medicine: A Needs Assessment Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mercado-Cruz]]></surname>
<given-names><![CDATA[Eduardo]]></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"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Mexicano del Seguro Social Hospital de Psiquiatria ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Desarrollo Educativo e Innovación Curricular ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>9</volume>
<numero>33</numero>
<fpage>7</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572020000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572020000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572020000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Los residentes desempeñan roles como médicos, estudiantes y docentes. Los residentes de medicina de urgencias (RMU) enfrentan factores únicos que dificultan sus actividades educativas.  Objetivo:  Evaluar las necesidades educativas que tienen los RMU durante el desempeño de su rol docente e identificar las características de las intervenciones educativas que necesitan.  Método:  Estudio descriptivo transversal no experimental mediante una encuesta desarrollada a partir de la literatura disponible. La encuesta fue aplicada de forma voluntaria y anónima a todos los RMU de la Facultad de Medicina de la Universidad Nacional Autónoma de México (UNAM) y a una muestra de sus profesores.  Resultados:  125 residentes y 8 profesores respondieron la encuesta. Los RMU invierten 37.24 ± 23.08% de su tiempo en actividades docentes. Estimaron su habilidad para enseñar en 6.9 ± 1.6 en escala de 1 a 10, donde 1 es nada competente y 10 totalmente competente. El 89.4% de los RMU consideró que es importante adquirir habilidades docentes durante la residencia. Sus estrategias de enseñanza preferidas fueron: discusión de casos clínicos, aprendizaje en escenarios reales y enseñanza en la cabecera del paciente. Las principales limitantes para ejercer su rol docente fueron falta de tiempo y exceso de trabajo.  Conclusión:  Los RMU identifican la necesidad de recibir entrenamiento formal en educación médica. Las dificultades para enseñar que enfrentan los RMU son similares a las de sus pares de otras especialidades médicas. Es necesario que los cursos de especialización en medicina de urgencias incorporen estrategias formales para mejorar las habilidades docentes de sus residentes. Las actividades educativas realizadas en el servicio de urgencias deberán ser de corta duración, centradas en el estudiante y enfocadas a la clínica para garantizar el mayor beneficio a los residentes y a sus estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Residents play roles as doctors, students and teachers. Emergency Medicine Residents (EMR) face several unique factors that make it difficult to function as teacher.  Objective:  To evaluate educational needs of EMR during their performance as teacher and to identify characteristics of educational interventions they need.  Method:  It is a cross-sectional non-experimental descriptive study conducted through a survey developed from available literature. Survey was applied voluntarily and anonymously to all EMR of Faculty of Medicine of the National Autonomous University of Mexico (UNAM) and to a sample of their teachers.  Results:  125 residents and 8 teachers responded survey. EMR spent 37.24 ± 23.08% of their time in teaching activities. EMR estimated their teaching competence in 6.9 ± 1.6 on a scale of 1 to 10, where 1 is not competent and 10 is fully competent. 89.4% of residents considered that it is important to acquire teaching skills during residency. Their teaching strategies preferred are: discussion of clinical cases, on site learning and bedside teaching. Emergency Department overcrowding and lack of time are important teaching barrier faced by EMR.  Conclusion:  EMR identify the need to receive formal training in medical education. Teaching barrier faced by EMR are similar to those of their peers of other medical specialties. All Emergency Medicine programs should incorporate formal strategies that facilitate teaching skill acquisition in their residents. Teaching activities in emergency department should be short-term, student-centered and clinical focused to guarantee the greatest possible benefit to emergency medicine residents and their trainees.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación médica de posgrado]]></kwd>
<kwd lng="es"><![CDATA[médico residente como educador]]></kwd>
<kwd lng="es"><![CDATA[medicina de urgencias]]></kwd>
<kwd lng="es"><![CDATA[evaluación de necesidades]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate medical education]]></kwd>
<kwd lng="en"><![CDATA[resident as teacher]]></kwd>
<kwd lng="en"><![CDATA[emergency medicine]]></kwd>
<kwd lng="en"><![CDATA[needs assessment]]></kwd>
</kwd-group>
</article-meta>
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