<?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>S2007-50572022000200095</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2022.42.22433</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza de habilidades quirúrgicas: teorías educativas relevantes (segunda parte)]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching surgical skills: relevant educational theories (part two)]]></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[ CdMx]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Hospital General de México &#8220;Dr. Eduardo Liceaga&#8221;  ]]></institution>
<addr-line><![CDATA[ CdMx]]></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[ CdMx]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>11</volume>
<numero>42</numero>
<fpage>95</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572022000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572022000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572022000200095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En el contexto de la educación médica, la educación quirúrgica es un área con características particulares. Múltiples conceptos, modelos y teorías se han desarrollado para caracterizar la educación quirúrgica; sin embargo, la mayoría se han reportado de forma aislada.  Objetivo:  Identificar los principales conceptos y teorías utilizados en educación quirúrgica para abordarlos de manera conjunta en un panorama integrador.  Método:  Como parte de una revisión panorámica de la literatura sobre educación quirúrgica se identificaron conceptos y sus potenciales relaciones. El análisis continuó de la siguiente forma: modelos no tradicionales para educación quirúrgica, estrategias tecnológicas para la educación quirúrgica como simulación, aprendizaje en línea y uso de redes sociales, así como el área de evaluación en educación quirúrgica, incluyendo habilidades técnicas y no técnicas.  Resultados:  En esta segunda parte del artículo, se describen alternativas al modelo tradicional de aprendiz de Osler y Halsted para la educación quirúrgica. El conocimiento e implementación de estos modelos descansa sobre bases teóricas probadas, en algunos contextos. El uso de tecnología para la educación quirúrgica es más factible cuando esta es consistente con los modelos de aprendizaje, existe integración al diseño curricular, y se aprovechan las varias opciones disponibles. Existen múltiples herramientas que permiten conocer el grado de pericia psicomotriz del alumno como parte de una estrategia de evaluación formativa. Asimismo, la evaluación de habilidades no técnicas es un componente cada vez más importante de la educación quirúrgica.  Conclusiones:  Los gestores de programas de educación quirúrgica deben privilegiar un enfoque con sustento teórico, en las etapas de planeación e implementación. Esto permitirá determinar objetivos y estrategias para su logro, en el contexto y formalidad de un programa estructurado y no solo calendarizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  In the context of medical education, surgical education is an area with its own characteristics. Multiple concepts, models and theories have been developed to characterize surgical education; however, most have been reported in isolated manner.  Objective:  To identify the main concepts and theories used in surgical education and describe them in a sequential and integrated overview.  Method:  As part of a scoping review of the surgical education literature, the relevant concepts and their potential relationships were identified. The analysis continued as follows: non-traditional models for surgical education, technological strategies for surgical education such as simulation, online learning or use of social networks, and assessment in surgical education including technical and non-technical skills.  Results:  In this second half of the report, alternatives to the traditional Osler and Halsted apprentice model for surgical education are described. The knowledge and implementation of these models rests on proven theoretical bases, in some contexts. The use of technology for surgical education is more feasible when it is consistent with the learning models, integrated into the curricular design, and the multiple available options are considered. There are multiple tools that allow assessment of students&#8217; psychomotor skills as part of a formative assessment strategy. Also, the assessment of non-technical skills is an increasingly important component of surgical education.  Conclusions:  Directors of surgical education programs should privilege a theoretically grounded approach, in the planning and implementation stages. This will allow the definition of goals and strategies for educational achievement, in the context and formality of a structured program, beyond a merely scheduled one.]]></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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