<?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>S2007-50572021000200076</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.38.21349</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Zoom y la educación en ciencias de la salud: ¿medio o mensaje?]]></article-title>
<article-title xml:lang="en"><![CDATA[Zoom and health sciences education: medium or message?]]></article-title>
</title-group>
<contrib-group>
<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 contrib-type="author">
<name>
<surname><![CDATA[Fortoul van der Goes]]></surname>
<given-names><![CDATA[Teresa I.]]></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 División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina ]]></institution>
<addr-line><![CDATA[ ]]></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>76</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000200076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000200076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000200076&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  La pandemia de 2020 ha sido la fuerza más disruptiva para la educación en ciencias de la salud en la historia. Las medidas sanitarias de confinamiento y distanciamiento social obligaron a trasladar la mayoría de las actividades de enseñanza a la modalidad en línea, por lo que universidades y hospitales tuvieron que interactuar a través de modalidades digitales, incluyendo videoconferencias. La plataforma más usada para este fin es Zoom, por lo que es necesario analizar las bondades y limitaciones de esta aplicación en educación en ciencias de la salud.  Objetivo  Proveer una actualización y reflexión crítica sobre el uso de Zoom en educación en profesiones de la salud.  Método  Revisión narrativa de la literatura y ensayo crítico sobre el tema. El análisis se estructuró de la siguiente forma: uso de videoconferencias durante la pandemia; qué es Zoom, sus ventajas y desventajas; principios educativos y recomendaciones para su mejor uso; conclusiones.  Discusión  Los avances tecnológicos de las últimas décadas generaron un escenario propicio para el uso masivo de videoconferencias en tiempo real durante la pandemia, lo que hubiera sido imposible a principios de siglo. La plataforma de Zoom ha sido una de las más utilizadas por su facilidad de uso e interfaz intuitiva. Como con cualquier tecnología en educación, es fundamental utilizar esta plataforma sustentándose en sólidos principios educativos, en lugar de solamente transferir la conferencia tradicional del aula física a la virtual. Es necesario transitar de la &#8220;educación remota de emergencia&#8221; a una educación en línea adecuadamente planeada, diseñada e implementada, que incluya múltiples herramientas de comunicación sincrónica y asincrónica como elementos del proceso, así como realizar investigación sobre su eficacia y efectos adversos.  Conclusiones  La pandemia ha generado profundos cambios en la enseñanza de las profesiones de la salud, incluyendo el uso masivo de videoconferencias en tiempo real. Es necesario documentar estas experiencias y fundamentarlas con investigación de calidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  The 2020 pandemic has been the most disruptive force in health sciences education in history. The public health measures of confinement and social distancing forced the transfer of teaching activities to the online modality, universities and hospitals had to interact by means of digital tools, including videoconferences. The most frequently used platform for this purpose is Zoom, which makes it necessary to analyze its strengths and limitations in health sciences education.  Objective  To provide an update and critical reflection on the use of Zoom in health professions education.  Method  Narrative review of the literature and critical essay. The analysis was structured in the following manner: use of videoconferences during the pandemic; a description of Zoom, its advantages and disadvantages; educational principles and tips to improve its use; conclusions.  Discussion  The technological advances of the last decades created a scenario that allowed the massive use of real-time videoconferences during the pandemic, which wouldn&#8217;t have been possible at the beginning of the century. The Zoom platform has been one of the most frequently used due to its ease of use and intuitive interface. As with any use of technology in education, it is fundamental to utilize this platform following sound educational principles grounded in evidence, instead of just transferring the traditional face-to-face conference from the physical classroom to the virtual. It is imperative to transit beyond &#8220;remote emergency education&#8221; to well-planned, designed and implemented online teaching, including multiple tools for synchronous and asynchronous communication as elements of an integrated educational system, as well as to perform research about its efficacy and adverse effects.  Conclusions  The pandemic has created profound changes in health professions education, including the massive use of real-time videoconferences. It is necessary to document these experiences and substantiate them with quality research.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[videoconferencias]]></kwd>
<kwd lng="es"><![CDATA[Zoom]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[online education]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[videoconferences]]></kwd>
<kwd lng="en"><![CDATA[Zoom]]></kwd>
<kwd lng="en"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
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