<?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>S2007-50572021000100078</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.37.20262</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El análisis sexo/género en la enseñanza/aprendizaje de la medicina. El caso de las enfermedades cardiovasculares]]></article-title>
<article-title xml:lang="en"><![CDATA[Sex/Gender Analysis in the Learning/ Teaching of Medicine. The Case of Cardiovascular Disease]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez-Herrera y Cairo]]></surname>
<given-names><![CDATA[Lucero Aída]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez Muñóz]]></surname>
<given-names><![CDATA[Irina Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Maqueo Chew]]></surname>
<given-names><![CDATA[Aline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Valle de México Escuela de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Hermosillo Son]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Panamericana Facultad de Ciencias de la Salud Centro de Simulación y Posgrado]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>10</volume>
<numero>37</numero>
<fpage>78</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000100078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000100078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000100078&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo: Reflexionar y analizar la pertinencia de incorporar el análisis sexo/género en el proceso enseñanza/ aprendizaje de la medicina.  Desarrollo: Se toman como referente los sesgos de género en la atención sanitaria de las enfermedades cardiovasculares, por su relevancia como un problema de salud pública mundial y porque son un parteaguas en el análisis de los sesgos de género 3 décadas después de las primeras publicaciones sobre el tema. Además, se llevó a cabo una revisión narrativa para explorar iniciativas sobre la implementación de la perspectiva de género en la carrera de medicina en diversas Universidades del mundo.  Resultados: Se reporta en publicaciones recientes que hay mejoras en la atención cardiovascular, pero que persisten sesgos de género en la investigación, formación profesional y en las prácticas de atención. En la revisión narrativa se exploraron iniciativas sobre la implementa-ción de la perspectiva de género en la carrera de medicina en diversas Universidades del mundo, clasificando los resultados en 1) ventajas, recomendaciones y obstáculos y; 2) Intervenciones y programas.  Discusión: Los retos a superar para la incorporación de la perspectiva de género en la educación médica se relacionan con aspectos organizativos y personales. Las iniciativas y los programas exitosos se centran en las ventajas de formar profesionistas sensibles al género, que sean capaces de entablar comunicación efectiva con diversos actores sociales al tomar en cuenta la interacción sexo/género con otros determinantes sociales de la salud.  Conclusión: En México es necesario trabajar en pro de la inclusión del análisis sexo/género en la formación médica. Porque provee un conocimiento más amplio, se logra una mejor ciencia, y redunda en una atención adecuada y efectiva para todas las personas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective: To analyze on the relevance of incorporating sex/gender analysis in the teaching/learning of medicine in Mexico.  Development: Cardiovascular diseases are used as a referent because of the persistence of gender biases in medical attention three decades after the first reports. We performed a narrative review to identify teaching institutions that have incorporated gender perspective in college curricula.  Results: We found recent reports that show that gender biases are still reproduced in the health care of cardiovascular diseases. Based on this narrative review, efforts by institutions from around the world to incorporate sex/ gender analysis in professional education are highlighted, classifying them in: 1) advantages, recommendations and obstacles, 2) interventions and programs.  Discussion: Challenges that need to be overcome to incorporate gender perspective in health education are related to organizational and personal aspects. The different initiatives and successful programs center around the advantages of educating professionals who are conscious of gender and capable of establishing effective communication with the diverse social actors when taking into account the interaction between sex/gender and other Social Determinants of Health.  Conclusion: In Mexico, it is necessary to work towards including sex/gender analysis in medical education, because it provides a broader perspective, better science and results in adequate and effective health care for every person.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Perspectiva de género]]></kwd>
<kwd lng="es"><![CDATA[educación basada en competencias]]></kwd>
<kwd lng="es"><![CDATA[enfermedades cardiovasculares]]></kwd>
<kwd lng="es"><![CDATA[educación en ciencias de la salud]]></kwd>
<kwd lng="en"><![CDATA[Gender perspective]]></kwd>
<kwd lng="en"><![CDATA[competency-based education]]></kwd>
<kwd lng="en"><![CDATA[cardiovascular disease]]></kwd>
<kwd lng="en"><![CDATA[health sciences education]]></kwd>
</kwd-group>
</article-meta>
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