<?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>S2007-50572025000200104</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2025.54.24662</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La enseñanza del examen neurológico: estrategias y revisión crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of neurologic examination: strategies and critical review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solís-Gómez]]></surname>
<given-names><![CDATA[Raymundo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escamilla-Ramírez]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serrano Arias]]></surname>
<given-names><![CDATA[Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Argüelles-González]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Superior de Medicina Sección de Estudios de Posgrado e Investigación]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Hôpitaux Universitaires La Pitié salpêtrière Institut Neurologie Charles Foix, Neuro-oncologie, Interne en neuro-oncologie]]></institution>
<addr-line><![CDATA[Paris ]]></addr-line>
<country>France</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Nacional de Neurología y Neurocirugía Manuel Velasco Suárez Dirección de Enseñanza ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Nacional de Neurología y Neurocirugía Manuel Velasco Suárez Dirección de Enseñanza ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>14</volume>
<numero>54</numero>
<fpage>104</fpage>
<lpage>117</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572025000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572025000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572025000200104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. El examen neurológico (EN) es crucial en la formación de residencias médicas en neurología y neurocirugía, dado que es parte ineludible en el quehacer profesional de los futuros especialistas. Su enseñanza enfrenta los obstáculos propios de las metodologías tradicionales y enfoques monoestratégicos, los cuales son insuficientes para lograr un aprendizaje profundo a la altura de la complejidad y múltiples matices de las competencias necesarias.  Objetivo.  Analizar las principales estrategias utilizadas en la enseñanza del EN y proponer un sistema eficiente basado en evidencia científica.  Método.  Se llevó a cabo una revisión estructurada de las estrategias tradicionales y no convencionales en la enseñanza-aprendizaje del EN. Estos hallazgos se compararon con las competencias aceptadas actualmente para el EN y se propuso una metodología basada en los resultados. Para ello, se usaron términos MeSH y palabras clave como "neurological examination", "neurological semiology", "neurologic exam" AND "residents" AND "neurology".  Resultados.  Las estrategias tradicionales incluyen clases magistrales, a menudo complementadas con análisis de casos clínicos y resolución de problemas. Las estrategias innovadoras aplicadas en la enseñanza del EN, reportadas en la literatura, son utilizadas de forma alternativa al uso de las clases o con un enfoque multiestratégico en conjunto con clases. Estas abarcan el aprendizaje basado en problemas con realidad virtual, tutoría y tutoría entre pares de residentes, simulación y ludificación. Las estrategias deben individualizarse y contextualizarse dependiendo del dominio del EN que se desee instruir.  Conclusión.  Existen diversas estrategias de enseñanza-aprendizaje para la EN, no obstante, se aprecia una considerable ausencia de estudios sistematizados para medir la efectividad comparada. Un buen diseño curricular para la enseñanza del EN presenta diversificación de sus estrategias y toma en cuenta las particularidades de cada dominio dentro del EN. Resulta apremiante la generación de evidencia para jerarquizar la eficiencia de cada una de las estrategias disponibles para este fin.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The neurological examination (NE) is a cornerstone in the training of medical residents in neurology and neurosurgery, as it is an essential component of the professional practice for future specialists. However, the teaching of NE faces challenges due to traditional methodologies and single-strategy approaches, which are often insufficient to achieve the deep learning required to master the complex and nuanced competencies involved.  Objective:  To analyze the main strategies used in the teaching of NE and to propose an efficient, evidence-based system.  Method:  A structured review of both traditional and unconventional strategies in NE teaching and learning was conducted. These findings were compared with currently accepted competencies for NE, and a methodology was proposed based on the results. MeSH terms and keywords such as "neurological examination," "neurological semiology," "neurologic exam," "residents," and "neurology" were used.  Results:  Traditional strategies primarily include lectures, often supplemented by clinical case analysis and problem-solving exercises. Innovative strategies applied in NE teaching, as reported in the literature, serve as alternatives to lectures or are part of a multi-strategic approach combined with lectures. These include problem-based learning with virtual reality, tutoring and peer tutoring among residents, simulation, and gamification. Strategies must be individualized and contextualized depending on the specific domain of NE being taught.  Conclusion:  Various teaching and learning strategies are available for NE; however, there is a significant lack of systematized studies measuring their comparative effectiveness. An effective curriculum design for NE should incorporate a diversification of strategies and consider the specific requirements of each domain within the NE. It is imperative to generate evidence that prioritizes the efficiency of each available strategy for this purpose.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[examen neurológico]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[competencia clínica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[neurologic examination]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[clinical competence]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
</kwd-group>
</article-meta>
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