<?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>S2007-50572021000300079</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.39.21360</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Cambios y estrategias de la educación médica en respuesta a la pandemia por COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Changes and strategies of medical education in response to the COVID-19 pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manrique-Gutiérrez]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Motte-García]]></surname>
<given-names><![CDATA[Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Naveja-Romero]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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[Gutiérrez-Cirlos]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Secretaría de Enseñanza Clínica, Internado y Servicio Social]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Nacional de Ciencias Médicas y Nutrición &#8220;Salvador Zubirán&#8221; Dirección de Enseñanza ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>10</volume>
<numero>39</numero>
<fpage>79</fpage>
<lpage>95</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000300079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000300079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000300079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La contingencia sanitaria por COVID-19 provocó un distanciamiento social que alteró drásticamente la manera en que se llevan a cabo las actividades cotidianas, entre ellas la educación. Los estudiantes pasaron de tomar sus estudios de un formato presencial a uno completamente virtual, lo que generó preocupación por parte de autoridades, profesores y alumnos para alcanzar las habilidades teóricas y prácticas que implica la enseñanza médica. En consecuencia, el surgimiento y aplicación de diversas plataformas, programas y tecnologías digitales en el plan curricular de medicina ha representado la forma más conveniente de preparar a los futuros médicos. Con la finalidad de describir los cambios y estrategias en la educación médica de pregrado y posgrado durante la pandemia, se realizó una revisión sistemática en la que se incluyeron 205 artículos. Se describe la puesta en práctica de plataformas de videoconferencia y aulas virtuales que de forma sincrónica y asincrónica abarcan los conocimientos teóricos, programas 3D y simuladores virtuales para poner en práctica habilidades clínicas, ya que, por la cancelación de rotaciones hospitalarias y disminución de procedimientos electivos, hay menos práctica clínica. Las actividades clínicas abarcan en su mayoría atención en áreas COVID y unidades de cuidados intensivos, telemedicina, entrenamiento sobre el uso adecuado del equipo de protección personal (EPP) y manejo de pacientes COVID. Finalmente, distintas actividades de investigación se realizan a distancia y los estudiantes tienen acceso a servicios de salud mental. Por ello, a pesar de que la pandemia ha supuesto un gran reto en el cumplimiento de los programas académicos por la dificultad de reemplazar la experiencia del trato con los pacientes y contar con el acceso adecuado a dispositivos electrónicos con buena conectividad, la adopción de herramientas virtuales ha sostenido a la enseñanza médica y significa un punto de inflexión en la manera que se impartirá la docencia y atención médica en el futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The health contingency due to COVID-19 caused social distancing measures that drastically altered the way how daily activities are carried out, including education. The students moved from having educational activities in a face-to-face format to a completely virtual scenario, which generated concern among authorities, teachers, and students about how to best achieve the theoretical and practical skills medical education requires. Consequently, the emergence and application of various virtual platforms, software applications, and digital technologies in the medical curricula have emerged as appropriate methods to prepare future physicians. To describe the changes and strategies in undergraduate and graduate medical education during the pandemic, a systematic review that cover 205 articles was conducted. It describes the implementation of videoconferencing platforms and virtual classrooms that synchronously and asynchronously cover theoretical knowledge, 3D programs, and virtual simulators to put into practice clinical skills since cancellation of clerkships and reduction of elective procedures decreased practical training. Clinical activities mostly focus on work in COVID areas and intensive care units, telemedicine, training on the proper use of personal protective equipment (PPE), and management of COVID patients. Finally, different research activities are performed remotely, and students have access to mental health services. Therefore, despite the pandemic has posed a great challenge in complying with educational programs due to the difficulty of replacing the experience of patient interaction and having adequate access to electronic devices with good connectivity, the adoption of new virtual tools has helped sustain medical education and marks an inflection point in the ways medicine will be taught and practiced in the future.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[educación médica de pregrado]]></kwd>
<kwd lng="es"><![CDATA[educación médica de posgrado]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[e-learning]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[undergraduate medical education]]></kwd>
<kwd lng="en"><![CDATA[postgraduate medical education]]></kwd>
</kwd-group>
</article-meta>
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