<?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>S2007-50572025000100080</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2025.53.24625</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de los médicos internos sobre la implementación del método socrático como estrategia de aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of medical interns regarding the implementation of the Socratic method as a learning strategy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade-Castellanos]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuevas-Álvarez]]></surname>
<given-names><![CDATA[Leobardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos-Herrera]]></surname>
<given-names><![CDATA[Igor Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Ciencias de la Salud Programa de Maestría en Educación en Ciencias de la Salud]]></institution>
<addr-line><![CDATA[Gdl. Jalisco]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Ciencias de la Salud Instituto de Investigación en Recursos Humanos en Salud]]></institution>
<addr-line><![CDATA[Gdl. Jalisco]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Ciencias de la Salud Departamento de Salud Pública]]></institution>
<addr-line><![CDATA[Gdl. Jalisco]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>14</volume>
<numero>53</numero>
<fpage>80</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572025000100080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572025000100080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572025000100080&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La pregunta, un recurso ancestral, sigue siendo fundamental tanto en el ámbito educativo como en el médico. Inspirado por Sócrates, el método socrático de preguntas fomenta el pensamiento crítico y la reflexión. En el campo de la medicina, este método facilita la transición de la teoría a la práctica clínica, estableciendo conexiones entre los conocimientos. A pesar de estas ventajas, la investigación sobre esta estrategia, en el pase de visita, es escasa.  Objetivo:  Explorar las percepciones de los médicos internos de pregrado del Nuevo Hospital Civil de Guadalajara &#8220;Dr. Juan I. Menchaca&#8221;, respecto a la implementación del método socrático como estrategia de aprendizaje durante su rotación por el servicio de medicina interna.  Método:  Se llevó a cabo una investigación cualitativa mediante un estudio de caso intrínseco. La muestra consistió en 8 informantes clave, seleccionados de manera intencionada. Posteriormente, se realizó un grupo focal con estos estudiantes tras la rotación en medicina interna, previa obtención de consentimiento informado. El análisis de datos se hizo utilizando el método de comparación constante de Glaser y Strauss, siguiendo los pasos descritos por Miles y Huberman, y se empleó el programa Atlas.ti como herramienta computacional.  Resultados:  Se identificaron 151 unidades de significado, las cuales fueron agrupadas en 34 categorías descriptivas, emergiendo 7 metacategorías y 3 dominios cualitativos: &#8220;significado de la estrategia&#8221;, &#8220;proceso enseñanza-aprendizaje&#8221; y &#8220;factores que influyen en la aplicación de la estrategia&#8221;.  Conclusiones:  Los médicos internos perciben el método socrático de preguntas como una estrategia de aprendizaje que fortalece la autoconfianza y la motivación para aprender. Esta estrategia promueve el aprendizaje significativo conectando conocimientos previos con nuevos aprendizajes; además, fomenta la colaboración y la reflexión, creando un ambiente propicio para el crecimiento personal y profesional. Sin embargo, su plena implementación requiere compromiso docente y ajustes en el entorno hospitalario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The question, an ancestral resource, remains fundamental both in the educational and medical fields. Inspired by Socrates, the socratic method of questioning fosters critical thinking and reflection. In the field of medicine, this method facilitates the transition from theory to clinical practice, establishing connections between knowledge. Despite these advantages, research on this strategy in medical education, especially in the context of teaching rounds, is scarce.  Objective:  To explore the perceptions of undergraduate medical interns at the New Civil Hospital of Guadalajara &#8220;Dr. Juan I. Menchaca&#8221; regarding the implementation of the socratic method as a learning strategy during their rotation in internal medicine.  Method:  A qualitative research was carried out through an intrinsic case study. The sample consisted of 8 key informants, intentionally selected. Subsequently, a focus group was conducted with these students after the internal medicine rotation, following obtaining informed consent. Data analysis was carried out using Glaser and Strauss constant comparison method, following the steps described by Miles and Huberman, using the Atlas.ti program as a computational tool.  Results:  151 units of meaning were identified, which were grouped into 34 descriptive categories, with 7 metacategories and 3 qualitative domains emerging: &#8220;meaning of strategy&#8221;, &#8220;teaching-learning process&#8221;, and &#8220;factors influencing the implementation of the strategy&#8221;.  Conclusions:  Undergraduate medical interns perceive the socratic method of questioning as a learning strategy that enhances self-confidence and motivation to learn. This approach promotes meaningful learning by connecting prior knowledge with new insights; moreover, it fosters collaboration and reflection, creating an environment conducive to both personal and professional growth. However, its full implementation requires teaching commitment and adjustments in the hospital setting.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[método socrático]]></kwd>
<kwd lng="es"><![CDATA[razonamiento clínico]]></kwd>
<kwd lng="es"><![CDATA[rondas de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Clinical reasoning]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[socratic method]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching rounds]]></kwd>
</kwd-group>
</article-meta>
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