<?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>S2007-50572022000100035</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2022.41.21376</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de la implementación de la app Quizizz en un curso virtual de microbiología]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of the implementation of the Quizizz app in a virtual course of microbiology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dextre-Vilchez]]></surname>
<given-names><![CDATA[Sergio Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez-Mercado]]></surname>
<given-names><![CDATA[Rocío Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Los Andes Facultad de Medicina Humana ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Sociedad Científica de Estudiantes de Medicina Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>11</volume>
<numero>41</numero>
<fpage>35</fpage>
<lpage>43</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572022000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572022000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572022000100035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En el contexto pandémico actual se ha necesitado implementar herramientas virtuales en la educación médica como la gamificación. Esta es posible mediante la app Quizizz, que permite realizar cuestionarios de manera didáctica con el fin de mejorar el aprendizaje.  Objetivo:  Determinar la percepción de la implementación de la app Quizizz en un curso virtual de microbiología en estudiantes de medicina.  Método:  Estudio descriptivo de corte transversal. Se realizó un curso virtual de microbiología para estudiantes de medicina, dividido en cuatro capítulos. Al final de cada uno de dichos bloques, se utilizó la app Quizizz con 12 preguntas sobre el tema desarrollado. En el último capítulo se aplicó un cuestionario a cada participante, de manera individual, con preguntas sociodemográficas, académicas y una sección final sobre su percepción de la implementación de la app Quizizz.  Resultados:  Un total de 89 individuos aceptaron contestar la encuesta. Los participantes provenían de nueve países latinoamericanos y 62.9% pertenecían al sexo femenino. El 78.7% de ellos tenía experiencia previa con aplicaciones de este tipo, un 94.4% estuvo de acuerdo con la implementación de la app Quizizz en asignaturas de la carrera, y un 96.6% cree que le ayudó a fijar los contenidos del curso. Además, puntuaron con un 8.5 sobre 10 su experiencia final con esta aplicación. Finalmente, en cuanto a las calificaciones obtenidas, se tuvo una precisión total de las cuatro partidas del 47.2%.  Conclusiones:  Con base en los resultados obtenidos, se concluye que los estudiantes de medicina son receptivos a estos tipos de aplicaciones. A pesar de ello, no se llegó al nivel de acierto deseado. Por lo que recomendamos que es importante considerar si su implementación vale la inversión de tiempo y esfuerzo o si solo es percibido como un tiempo lúdico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  In the context of the current pandemic, there was a need to implement virtual tools in medical education such as gamification. This is possible through the Quizizz app, which allows you to make didactic questionnaires in order to improve learning.  Objective:  Determine the perception of the implementation of the Quizizz app in a virtual course of microbiology in medical students.  Method:  Descriptive cross-sectional study. A virtual course in microbiology was conducted for medical students, divided into four chapters. At the end of each of the four chapters, the Quizizz app was used with 12 questions on the topic developed. In the last chapter, a questionnaire was applied to each participant individually with sociodemographic and academic questions and a final section on their perception of the implementation of the Quizizz app.  Results:  A total of 89 individuals agreed to fill in the survey. They were from nine Latin American countries and 62.9% were female. Of the participants 78.7% had previous experience with this type of applications, 94.4% agreed with the implementation of the Quizizz app in subjects of the career and 96.6% believe that it helped them to mentally fix the contents of the course. In addition, they scored 8.5 out of 10 on their final experience with this app. Finally, in terms of the ratings obtained, the total accuracy of the four items was 47.2%.  Conclusions:  From the result results obtained, we conclude that medical students are receptive to these types of applications. In spite of this, the desired level of success was not reached. Therefore, we recommend that it is important to consider whether its implementation is worth the investment of time and effort, or if it is only perceived as a leisure time.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Quizizz]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[microbiología]]></kwd>
<kwd lng="es"><![CDATA[curso virtual]]></kwd>
<kwd lng="en"><![CDATA[Quizizz]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[microbiology]]></kwd>
<kwd lng="en"><![CDATA[virtual course]]></kwd>
</kwd-group>
</article-meta>
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