<?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>S2007-50572025000400071</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2025.56.24671</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Simulación clínica en la formación de nutricionistas: percepción del aprendizaje en una intervención nutricional]]></article-title>
<article-title xml:lang="en"><![CDATA[Clinical simulation in the training of nutritionists: perception of learning in a nutritional intervention]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Palleres]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino-Astorga]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urtubia-Tejo]]></surname>
<given-names><![CDATA[Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Aliaga]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Bernardo O´Higgins Facultad de Ciencias de la Salud Escuela de Nutrición y Dietética]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Bernardo O´Higgins Facultad de Ciencias de la Salud Escuela de Nutrición y Dietética]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Bernardo O´Higgins Facultad de Ciencias de la Salud Hospital de Simulación y Laboratorios]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>14</volume>
<numero>56</numero>
<fpage>71</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572025000400071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572025000400071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572025000400071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: La formación de nuevos profesionales de nutrición y dietética requiere de metodologías acordes para la formación basada en desempeño. La simulación clínica y la utilización de pacientes simulados adquiere importancia en áreas de la formación donde es necesaria la comunicación y la interacción persona-persona.  Objetivo:  Conocer la percepción de los estudiantes de nutrición y dietética sobre el impacto de la simulación en su formación profesional en tres asignaturas prácticas e integradas en una universidad privada en Santiago de Chile.  Material y métodos:  Estudio cuantitativo, descriptivo, transversal, muestra no probabilística de 83 estudiantes de tres asignaturas de la carrera. Se utilizó instrumento tipo Likert, con puntaje 1 a 5 para evaluar los ítems agrupados en las variables: competencias específicas, competencias genéricas y contribución de la simulación a la formación profesional. La confiabilidad de los instrumentos fue alta (&gt;0.90). Se resguardaron los aspectos éticos.  Resultados:  En relación a las competencias específicas, los ítems con mayores puntajes fueron la capacidad de los estudiantes de explicar en qué consiste y el objetivo de la encuesta de recordatorio de 24 horas (4.52 ± 0.89), la capacidad de análisis de patrones de referencia en el paciente hospitalizado (4.26 ± 0.93), la capacidad de realizar anamnesis alimentaria, analizar la clínica del paciente e intervenir la dieto-terapéutica del usuario (4.29 ± 1.06). En relación a las competencias genéricas, el mayor puntaje estuvo en la actuación con sentido ético en el desarrollo del escenario simulado&#8221; (media 4.53 ± 0.30). En relación a la contribución de la simulación a la formación profesional, el mayor puntaje estuvo en el ítem vinculación de la simulación con la carrera (4.58 ± 0.13).  Conclusiones:  La experiencia es bien percibida por los estudiantes. Se presentan algunas valoraciones altas que son coincidentes con los beneficios teóricos de la metodología de simulación con paciente simulados. Se presentaron algunas situaciones con menor valoración, por ejemplo, la estimación cuantitativa de la ingesta alimentaria, por lo cual deben realizarse acciones docentes para superar esta brecha.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The training of new nutrition and dietetics professionals requires methodologies for performancebased training. Clinical simulation and the use of simulated patients becomes important in areas of training where communication and person-to-person interaction is necessary.  Objective:  To know the perception of nutrition and dietetics students on the impact of simulation in their professional training in three practical and integrated subjects in a private university in Santiago, Chile.  Method:  Quantitative, descriptive, cross-sectional, nonprobabilistic sample of 83 students of three subjects of the program. A Likert-type instrument was used, with a score 1 to 5 to evaluate the items grouped in the variables: specific competences, generic competences and contribution of the simulation to professional training. The reliability of the instruments was high (&gt;0.90). Ethical aspects were safeguarded.  Results:  In relation to the specific competencies, the items with the highest scores were the students&#8217; ability to explain what the 24-hour reminder survey consists of and its objective (4.52 ± 0.89), the ability to analyze reference patterns in the hospitalized patient (4.26 ± 0.93), the ability to perform food anamnesis, analyze the patient&#8217;s clinic and intervene in the user&#8217;s diet-therapeutics (4.29 ± 1.06). In relation to generic competencies, the highest score was in &#8220;acting with ethical sense in the development of the simulated scenario&#8221; (mean 4.53 ± 0.30). In relation to the contribution of the simulation to professional training, the highest score was in the item &#8220;linking the simulation to the program&#8221; (4.58 ± 0.13).  Conclusions:  The experience is well perceived by the students. There are some high ratings that coincide with the theoretical benefits of the simulation methodology with simulated patients. Some situations were presented with lower valuation, for example, the quantitative estimation of food intake, for which teaching actions should be carried out to overcome this gap.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Simulación clínica]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="es"><![CDATA[intervención nutricional]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de nutrición y dietética]]></kwd>
<kwd lng="en"><![CDATA[Clinical simulation]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="en"><![CDATA[nutritional intervention]]></kwd>
<kwd lng="en"><![CDATA[nutrition and dietetics students]]></kwd>
</kwd-group>
</article-meta>
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