<?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>S2007-50572021000200042</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.38.20321</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Opinión de estudiantes de Odontología sobre mentorías como preparación para la clínica]]></article-title>
<article-title xml:lang="en"><![CDATA[Opinion of students of Odontology on mentories as preparation for the clinical]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza Droguett]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segura Solano]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro Hernández]]></surname>
<given-names><![CDATA[Nancy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile Escuela de Odontología ]]></institution>
<addr-line><![CDATA[Valdivia Los Ríos]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la Frontera  ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</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>42</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000200042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000200042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000200042&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  La mentoría es el proceso en el cual una persona experimentada (mentor) guía a otra (mentoreado), con el objetivo de mejorar sus habilidades y/o conocimientos, para desarrollar sus capacidades profesionales. Se implementó el Programa de Mentorías previo y durante el inicio de asignaturas clínicas de la carrera de Odontología de la Universidad Austral de Chile.  Objetivo  Conocer la opinión de los estudiantes que participaron, respecto al desarrollo del Programa.  Método  Se realizó un estudio enmarcado en el paradigma cualitativo, a través de un estudio de caso intrínseco. El muestreo fue no probabilístico, intencionado, por criterio, conformado por 20 estudiantes. La recolección de datos fue mediante 8 entrevistas en profundidad y 2 grupos focales de 6 estudiantes cada uno. El análisis de datos se realizó por método de comparación constante de Glaser y Strauss, siguiendo la secuencia de Miles y Huberman: reducción de datos, disposición/transformación y obtención/verificación de conclusiones, y se utilizó el programa Atlas ti como recurso computacional.  Resultados  Se identificaron 403 unidades de significado, 24 categorías descriptivas, agrupadas en 9 metacategorías, emergiendo 3 dominios &#8220;significado de las mentorías&#8221;, &#8220;relación mentor-mentoreado&#8221;, &#8220;factores influyentes en el desarrollo del programa&#8221;.  Conclusiones  El programa para la mayoría de los mentoreados fue significativo y beneficioso en los ámbitos académicos, profesional y personal, aumentando su autoconfianza. También evidenció una transición en la relación docente/estudiante, de una lejana a un vínculo cercano, de acompañamiento y guía constante. Ellos hubiesen esperado un acompañamiento permanente en todo el ciclo clínico y sugieren que los docentes participantes tengan formación pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  Mentoring is the process in which an experienced person (mentor) guides another (mentee), with the aim of improving their skills and / or knowledge, to develop their professional capabilities. That is why the Mentoring Program was implemented before and during the beginning of clinical subjects, of the Dentistry career of the Universidad Austral de Chile.  Objective  Know the opinion of the students who participated, regarding the development of the Program.  Method  A study framed in the qualitative paradigm was carried out, through an intrinsic case study. The sampling was non-probabilistic, intentional, by criteria, composed of 20 students, with prior informed consent. Data collection was through 8 in-depth interviews and 2 focus groups of 6 students each. Data analysis wasperformed by Glaser and Strauss constant comparison method, following the sequence of Miles and Huberman: data reduction, provision / transformation and obtaining / verifying conclusions, using the Atlas ti program as a computational resource.  Results  403 units of meaning were identified, grouped into 24 categories, emerging 9 metacategories and 3 domains: &#8220;meaning of mentoring&#8221;, &#8221;mentor-mentee relationship", and "influential factors in the development of the program".  Conclusions  The program for most of the mentees was significant and beneficial in the academic, professional and personal aspects, increasing their self-confidence. It also evidenced a transition in the teacher / student relationship, from a distant one to a close link, of accompaniment and constant guidance. They would have expected a permanent accompaniment throughout the clinical cycle and suggest that the participating teachers have pedagogical training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Mentoría]]></kwd>
<kwd lng="es"><![CDATA[Educación Dental]]></kwd>
<kwd lng="es"><![CDATA[Mentores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Mentoring]]></kwd>
<kwd lng="en"><![CDATA[Dental education]]></kwd>
<kwd lng="en"><![CDATA[Mentors]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
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