<?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>S2007-50572020000400041</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2020.36.20228</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La investigación-acción como estrategia educativa para la obtención de aprendizajes significativos en la promoción de la salud en salud pública en alumnos de la Facultad de Medicina de la UNAM]]></article-title>
<article-title xml:lang="en"><![CDATA[Action-Research Method as an Educational Strategy for Reach Significant Learnings in Health Promotion in Public Health in Medical Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García García]]></surname>
<given-names><![CDATA[Juan José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Altamirano]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Ocampo]]></surname>
<given-names><![CDATA[Angélica Estefanía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Departamento de Salud Pública]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>9</volume>
<numero>36</numero>
<fpage>41</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572020000400041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572020000400041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572020000400041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: La educación para la salud juega un papel muy importante para la promoción de la salud, la prevención y limitación del daño. La promoción de la salud contribuye al empoderamiento de las personas, individual y colectivamente, para construir una cultura de la salud y tomar decisiones saludables. Como parte de los objetivos de la asignatura Promoción de la Salud en el Ciclo de Vida, y con el propósito de llevar a cabo una experiencia docente, se eligió estudiar &#8220;La alimentación, el estado nutricional y su relación con los trastornos de la atención e hiperactividad (TDAH) en estudiantes de secundaria&#8221;.  Objetivo: Evaluar la utilidad de la investigación-acción en la práctica en comunidad, para favorecer la actividad docente en la obtención de aprendizajes significativos y compromiso social.  Método: El de la &#8220;investigación-acción&#8221;. Un grupo de alumnos segundo año de la carrera de medicina fue el protagonista del proceso. Se elaboró un proyecto de investigación en el cual se destacó la organización de experiencias y conocimientos previos en el área de estudio. Se diseñó un cuestionario sobre alimentación y se utilizó un cuestionario validado sobre TDAH, ambos fueron aplicados por los alumnos de medicina, realizaron la somatometría, impartieron pláticas para una alimentación saludable y elaboraron una base de datos. Después de cada actividad se llevaron a cabo reuniones con ellos para recuperar y organizar la experiencia.  Resultados:  Los alumnos señalaron que la actividad les permitió integrar lo aprendido previamente, identificar sus limitaciones académicas, caracterizar un problema real de salud pública, aplicar sus conocimientos y desarrollar habilidades e identificar el valor de la promoción de la salud.  Conclusiones: La participación en actividades en donde se vincule la investigación con la acción facilita el aprendizaje significativo. Se consideró la práctica educativa como una acción comprometida con el contexto social en el que se vive.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Resumen  Introduction: Health education plays a very important role for health promotion, prevention and limitation of harm. Health promotion contributes to the empowerment of people, individually and collectively, to build a culture of health and make healthy decisions. As part of the objec-tives of the subject Health Promotion in the Life Cycle, and with the purpose of carrying out a teaching experi-ence, we chose to study &#8220;Food, nutritional status and its relationship with attention disorders hyperactivity (ADHD) in high school students  Objective:  To evaluate the usefulness of action research in community practice, to favour teaching activity in obtaining meaningful learning and social commitment.  Method:  That of &#8220;action research&#8221;. A second-year group in the medical career was the protagonist of the process. A research project was developed in which the organization of previous experiences and knowledge in the study area was highlighted. A food questionnaire was designed and a validated questionnaire about ADHD was used, both were applied by the medical students, performed somatometry, gave talks for healthy eating and developed a database. After each activity, meetings were held with them to recover and organize the experience.  Results:  The students indicated that the activity allowed them to integrate what they had previously learned, identify their academic limitations, characterize a real public health problem, apply their knowledge and develop skills and identify the value of health promotion.  Conclusions:  Participation in activities where research is linked to action facilitates meaningful learning. Educational practice was considered as an action committed to the social context in which one lives.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[experiencia docente]]></kwd>
<kwd lng="es"><![CDATA[promoción de la salud]]></kwd>
<kwd lng="es"><![CDATA[alimentación]]></kwd>
<kwd lng="es"><![CDATA[TDAH]]></kwd>
<kwd lng="en"><![CDATA[teaching experience]]></kwd>
<kwd lng="en"><![CDATA[health promotion]]></kwd>
<kwd lng="en"><![CDATA[food]]></kwd>
<kwd lng="en"><![CDATA[ADHD]]></kwd>
</kwd-group>
</article-meta>
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