<?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>2696-1296</journal-id>
<journal-title><![CDATA[Revista mexicana de medicina familiar]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mex. med. familiar]]></abbrev-journal-title>
<issn>2696-1296</issn>
<publisher>
<publisher-name><![CDATA[Federación Mexicana de Especialistas y Residentes en Medicina Familiar A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2696-12962024000100001</article-id>
<article-id pub-id-type="doi">10.24875/rmf.23000055</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enfoques del aprendizaje en residentes de medicina de familia: un estudio mixto]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning approaches in family medicine residents: a mixed study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendívil-Parra]]></surname>
<given-names><![CDATA[Susana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chávez-Aguilasocho]]></surname>
<given-names><![CDATA[Ana I.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrios-Olán]]></surname>
<given-names><![CDATA[Casandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Mexicano del Seguro Social Servicio de Medicina Familiar ]]></institution>
<addr-line><![CDATA[Ciudad Obregón Sonora]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>8</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2696-12962024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2696-12962024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2696-12962024000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Antecedentes: Los enfoques de aprendizaje son los métodos que se eligen para aprender, siendo características adaptativas, influenciables y modificables que se conforman por la combinación de motivaciones y estrategias para aprender. Se describen dos tipos de enfoque principales: superficial y profundo; el último es el que más propicia el aprendizaje significativo.  Objetivo Determinar el tipo de enfoque que prevalece en los médicos residentes de medicina familiar de la Unidad de Medicina Familiar 1, examinar diferencias entre grupos y explorar sus percepciones con el fin de proporcionar información que posteriormente pueda ser utilizada para la mejora de los programas de residencia.  Material y métodos Estudio mixto con diseño explicativo secuencial, muestreo por conglomerados. Se aplicó el Revised Two Factor Study Process Questionnaire (RSPQ-2F), analizando diferencias entre grupos mediante la prueba de &#967;2. Posteriormente se realizó una encuesta semiestructurada para el análisis cualitativo.  Resultados Se encontró preferencia de enfoque profundo (90.3%), sin diferencias entre grupos. Los residentes reportan principalmente motivaciones intrínsecas, utilizando estrategias de alta jerarquía en la taxonomía de Bloom.  Conclusiones Los residentes de medicina familiar prefieren predominantemente el enfoque profundo. La causa de esta preferencia puede explicarse por motivaciones de origen intrínseco y el reconocimiento de la utilidad de estrategias que favorecen el aprendizaje significativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background Learning approaches are the methods a student chooses to learn, being adaptive, influenceable, and modifiable characteristics that are shaped by the combination of motivations and strategies for learning. Two main types of approach are described: superficial and deep, the latter being the most conducive to meaningful learning.  Objective To determine the type of approach that prevails in family medicine resident physicians of Family Medicine Unit 1, to examine differences between groups and to explore their perceptions in order to provide information that can later be used to improve residency programs.  Materials and methods Mixed study with sequential explanatory design, cluster sampling. The Revised Two Factor Study Process Questionnaire (RSPQ-2F) was applied, analyzing differences between groups between groups using &#967;2 test. Subsequently, a semi-structured survey was conducted for qualitative analysis.  Results A preference for deep approach was found (90.3%) with no differences between groups. Residents mainly report intrinsic motivations, using high hierarchy strategies in Bloom´s taxonomy.  Conclusions Family medicine residents predominantly prefer the deep approach. The cause of this preference can be explained by motivations of intrinsic origin and the recognition of the usefulness of strategies that favor meaningful learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enfoques de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Residencia médica]]></kwd>
<kwd lng="es"><![CDATA[Medicina familiar]]></kwd>
<kwd lng="en"><![CDATA[Approaches to learning]]></kwd>
<kwd lng="en"><![CDATA[Medical residency]]></kwd>
<kwd lng="en"><![CDATA[Family medicine]]></kwd>
</kwd-group>
</article-meta>
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