<?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>S2007-50572022000100082</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2022.41.21414</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza de habilidades quirúrgicas: teorías educativas relevantes (primera parte)]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching surgical skills: relevant educational theories (part one)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaxiola-García]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kushida-Contreras]]></surname>
<given-names><![CDATA[Beatriz Hatsue]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Hospital Infantil de México &#8220;Federico Gómez&#8221;  ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Hospital General de México &#8220;Dr. Eduardo Liceaga&#8221;  ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<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>
<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>82</fpage>
<lpage>96</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572022000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572022000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572022000100082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  No se cuenta con una definición precisa de educación quirúrgica globalmente aceptada. Las teorías o marcos teóricos educativos que sustentan la enseñanza de la cirugía se encuentran fragmentados y dispersos, sin formar parte de un modelo integrado que permita su abordaje holístico con rigor académico.  Objetivo:  Obtener una aproximación de los conceptos y teorías utilizados en educación quirúrgica, que potencialmente puedan ser incluidos en un modelo integrador.  Método:  Se realizó una revisión panorámica (scoping review) de la literatura sobre educación quirúrgica y sus marcos teórico-conceptuales, se determinaron relaciones entre conceptos cuando fue pertinente. El análisis se estructuró de la siguiente forma: retos de la educación quirúrgica, paradigmas educativos, programas estructurados vs. no estructurados, características de un mentor quirúrgico efectivo, teoría cognitiva del aprendizaje en la sala de operaciones, taxonomías para enseñanza y aprendizaje de la cirugía, modelo de novato a experto, y modelos para enseñanza quirúrgica.  Resultados:  Los conceptos que fundamentan la educación de la cirugía son múltiples; su aplicación y utilidad han sido demostradas en contextos de aprendizaje tanto médicos como no médicos. La utilización de estos conceptos o modelos durante la enseñanza por parte del mentor, le proporcionan esquemas que facilitan la evaluación y en su caso, la modificación de las estrategias. La fundamentación teórica de la enseñanza quirúrgica permite migrar de programas basados en tiempo o carga de trabajo arbitrarios hacia experiencias de aprendizaje planeadas y moduladas.  Conclusiones: Existen recursos teóricos que pueden ser utilizados en el espectro completo de la educación quirúrgica, desde la selección del aprendiz de cirugía hasta el desempeño autónomo del profesionista de la especialidad. El uso de estos conceptos o teorías permite lograr una enseñanza quirúrgica de mayor calidad, limitando la acción del azar en el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  There is no globally accepted precise definition of surgical education. Educational theories and theoretical frameworks that support the teaching of surgery are fragmented and scattered, without being part of an integrated model that allow a holistic approach with academic rigour.  Objective:  To obtain an approximation of the concepts and theories used in surgical education that can potentially be included in an integrative model.  Methods:  A scoping review of the literature about surgical education and its theoretical-conceptual frameworks was carried out, relationships between concepts were determined when appropriate. The analysis was structured as follows: challenges of surgical education, educational paradigms, structured vs. unstructured programs, characteristics of an effective surgical mentor, cognitive theory of learning in the operating room, taxonomies for teaching and learning of surgery, novice to expert model, and models for surgical teaching.  Results:  The concepts that support the teaching of surgery are multiple; its application and utility have been demonstrated in medical and non-medical learning contexts. The use of these concepts or models by mentors provide schemes that facilitate the assessment and, when appropriate, the modification of teaching strategies. The theoretical grounding of surgical teaching allows migrating from programs based on arbitrary time periods or workloads to planned and modulated learning experiences.  Conclusions:  There are theoretical resources that can be used in the whole spectrum of surgical education, from the selection of the surgical apprentice to the autonomous performance of the experienced surgical professional. The use of these concepts or theories makes it possible to achieve quality surgical teaching, limiting the effects of chance in learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cirugía]]></kwd>
<kwd lng="es"><![CDATA[educación quirúrgica]]></kwd>
<kwd lng="es"><![CDATA[modelos educativos]]></kwd>
<kwd lng="es"><![CDATA[marcos conceptuales]]></kwd>
<kwd lng="es"><![CDATA[teorías]]></kwd>
<kwd lng="en"><![CDATA[Graduate medical education]]></kwd>
<kwd lng="en"><![CDATA[surgery]]></kwd>
<kwd lng="en"><![CDATA[educational models]]></kwd>
<kwd lng="en"><![CDATA[conceptual frameworks]]></kwd>
<kwd lng="en"><![CDATA[theories]]></kwd>
</kwd-group>
</article-meta>
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