<?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>S2007-50572021000200016</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.38.20329</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje autorregulado en médicos de pregrado en época de COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulated learning in undergraduate medicals in the time of COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Montalvo]]></surname>
<given-names><![CDATA[Iván Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Regional del Sureste Facultad de Medicina y Cirugía ]]></institution>
<addr-line><![CDATA[Oaxaca ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>10</volume>
<numero>38</numero>
<fpage>16</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000200016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000200016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000200016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  El aprendizaje autorregulado se identifica como un proceso activo, independiente, autónomo, crítico, adaptativo, reflexivo y estratégico, para lograr una formación integral, superación continua, autodeterminación, autonomía y actualización permanente.  Objetivo  El objetivo de este trabajo fue el de analizar las estrategias de autorregulación de los estudiantes de pregrado durante la pandemia por COVID-19 adscritos a la Facultad de Medicina y Cirugía de la Universidad Regional Sureste para el ciclo lectivo 2020-A.  Método  Se trata de un estudio descriptivo-transversal, la muestra se obtuvo mediante un muestreo aleatorio simple entre estudiantes de primero a quinto año, con sustitución de elementos de exclusión, el instrumento utilizado fue el cuestionario Torre adaptado (2007) y validado para este estudio.  Resultados  Los sujetos de estudio demostraron una adecuada conciencia, control y verificación metacognitiva, además de tener un procesamiento activo durante las clases virtuales, sin embargo, presentan poco esfuerzo en la realización de las tareas, lo que nos lleva a establecer recomendaciones para la práctica educativa que refuerce sobre todo la enseñanza en el ámbito universitario de las ciencias de la salud.  Conclusiones  El 70% de los estudiantes de pregrado de la Facultad de Medicina y Cirugía de la Universidad Regional del Sureste, se consideran autorreguladores en su proceso de aprendizaje durante este confinamiento derivado por la pandemia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Self-regulated learning is identified as an active, independent, autonomous, critical, adaptive, reflective and strategic process, to achieve comprehensive training, continuous improvement, self-determination, autonomy and permanent updating.  Objective  The objective of this work was to analyze the strategies of undergraduate students during the COVID-19 pandemic assigned to the Faculty of Medicine and Surgery of the Southeast Regional University for the 2020-A academic year.  Method  This is a descriptive-cross-sectional study, the sample was obtained through a simple random sampling among students from first to fifth year, with substitution of exclusion elements, the instrument used was the adapted Torre questionnaire (2007) and validated for this study.  Results  The study subjects demonstrated adequate awareness, control and metacognitive verification, in addition to having active processing during virtual classes, however, they present little effort in carrying out the tasks, which leads us to establish recommendations for educational practice that especially reinforce the teaching of health sciences at the university level.  Conclusions  70% of undergraduate students from the Faculty of Medicine and Surgery of the Southeast Regional University consider themselves self-regulating in their learning process during this confinement derived from the pandemic.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autorregulación]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Motivación]]></kwd>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="en"><![CDATA[Self-regulation]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
</kwd-group>
</article-meta>
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