<?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>S2007-50572023000200093</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2023.46.22491</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las Sociedades Científicas Estudiantiles y los semilleros de investigación, definiciones, objetivos, roles y organización]]></article-title>
<article-title xml:lang="en"><![CDATA[Student Scientific Societies and research seedbeds, definitions, objectives, roles and organization]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Rodríguez]]></surname>
<given-names><![CDATA[Yuri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Científica del Sur Escuela de Estomatología ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>46</numero>
<fpage>93</fpage>
<lpage>100</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572023000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572023000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572023000200093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las experiencias investigativas desde el pregrado permiten al estudiante familiarizarse con los procesos de la investigación científica además de formar sus competencias investigativas básicas. Las estrategias para lograr estos objetivos incluyen clubes de lectura crítica, seminarios investigativos, programas de investigadores jóvenes, participación en concursos, semilleros de investigación (SI), grupos de investigación y Sociedades Científicas de Estudiantes (SCE). Los SI y las SCE son estrategias en las cuales el estudiante adquiere un rol protagónico en su proceso formativo; existe la discrepancia si ambos grupos presentan similitudes o diferencias, motivo por el cual se realiza el presente ensayo para plantear un marco de referencia de sus definiciones, objetivos, organización y roles. Las SCE y los SI son grupos estudiantiles interesados en la formación investigativa desde el pregrado. Algunas similitudes se encuentran en sus objetivos formativos y el rol de los estudiantes; de esta forma ambos buscan la formación de competencias, los SI se enfocan en las competencias investigativas, mientras que las SCE buscan formar competencias investigativas, comunicativas, interpersonales, asistenciales y de liderazgo. El rol central en una SCE la tienen los estudiantes, el apoyo de docentes como asesores es opcional; a diferencia de un SI en el cual la presencia de un docente coordinador es mandatorio. Las SCE son un fenómeno frecuente en los programas de las ciencias de la salud (principalmente en el contexto latinoamericano), los SI se presentan en múltiples campos, existiendo la oportunidad de realizar trabajos interdisciplinarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Research experiences from undergraduate level allow students to become familiar with the processes of scientific research in addition to forming their basic research competencies. Strategies to achieve these objectives include critical reading clubs, research seminars, young researchers programs, participation in competitions, research seedbeds (RS), research groups and Student Scientific Societies (SCE). The RS and SCE are strategies in which the student acquires a leading role in their formative process; there is a discrepancy if both groups have similarities or differences, which is the reason why this essay is carried out to provide a frame of reference of their definitions, objectives, organization and roles. The SCE and the RS are student groups interested in undergraduate research training. Some similarities are found in their formative objectives and the role of the students; thus, both seek the formation of competencies, the RS focus on research competencies, while the SCE seek to form research, communication, interpersonal, assistance and leadership competencies. The central role in an SCE is played by the students; the support of teachers as advisors is optional; unlike an RS in which the presence of a coordinating teacher is mandatory. SCEs are a frequent phenomenon in health sciences programs (mainly in the Latin American context), RS are present in multiple fields, and there is an opportunity for interdisciplinary work.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[competencia investigativa]]></kwd>
<kwd lng="es"><![CDATA[entrenamiento en investigación]]></kwd>
<kwd lng="es"><![CDATA[investigación científica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de pregrado]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[research skill]]></kwd>
<kwd lng="en"><![CDATA[research training]]></kwd>
<kwd lng="en"><![CDATA[scientific investigation]]></kwd>
<kwd lng="en"><![CDATA[undergraduate students]]></kwd>
</kwd-group>
</article-meta>
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