<?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>S2007-50572019000100069</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2016.08.002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comunidades virtuales en el curso de Fisiopatología Renal: percepción de la experiencia de los estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual learning communities in a renal pathophysiology class: students&#8217; perception]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segura-Azuara]]></surname>
<given-names><![CDATA[Nancy de los Ángeles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eraña Rojas]]></surname>
<given-names><![CDATA[Irma Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Cabrera]]></surname>
<given-names><![CDATA[Mildred Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Monterrey Escuela de Medicina ]]></institution>
<addr-line><![CDATA[Mty N.L]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<volume>8</volume>
<numero>29</numero>
<fpage>69</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572019000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572019000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572019000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Los ambientes de aprendizaje construidos en un grupo tienen efectos directos sobre el desempeño de sus integrantes. En la actualidad, los estudiantes de medicina se encuentran inmersos en redes de colaboración.  Objetivo:  El objetivo de este estudio fue evaluar el impacto de la participación en una comunidad de aprendizaje virtual acoplada en las redes sociales, particularmente en la percepción de los estudiantes al terminar su participación en el curso.  Método:  El estudio se realizó con una muestra de 80 estudiantes de tercer año estudiantes del curso de Fisiopatología Renal de una universidad privada. La metodología utilizada es de carácter descriptivo y transeccional a partir de un instrumento para evaluar la implementación realizada en el curso.  Resultados:  De acuerdo a los resultados, los estudiantes consideran que se favorece una mayor oportunidad de interacción (49%), un mayor efecto en el aprendizaje (52%), motivación del aprendizaje (46%) y un mayor reto (44%). La participación fue más alta en la red de Facebook, registrando un 64%. Las aportaciones en tribuna libre e imágenes (71%) fueron las más utilizadas.  Conclusiones:  Los alumnos perciben que el uso de comunidades de aprendizaje favorece el desarrollo de sus habilidades como: análisis desde múltiples perspectivas y la autodirección en el aprendizaje, las cuales son la base del aprendizaje a lo largo de la vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Creating learning communities has direct impact on all its members and their performance. Nowadays, medical school students are immersed in collaboration networks.  Objective:  The objective of this study was to assess the impact of the participation on a learning community in social network, particularly in the perception of medical students when finishing their participation in the class.  Method:  The study was performed with a sample of 80 third-year medical students in a undergraduate physiopathology class on a private university. A descriptive and cross-sectional study was implemented, using an instrument to assess the implementation.  Results:  The results show that students developed competencies such as interaction and connectivity between its members (49%), impact in learning (52%), motivation for learning (46%), and challenging activities (44%). The highest participation was registered in Facebook (64%). The images and forum participation was also used the most (71%).  Conclusions:  The use of learning communities favors the development of skills: analysis, multiperspective reasoning and self-directed learning, which are the bases of lifelong learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ambientes de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Redes sociales]]></kwd>
<kwd lng="es"><![CDATA[Comunidades de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Tecnología en la educación]]></kwd>
<kwd lng="es"><![CDATA[Fisiopatología renal]]></kwd>
<kwd lng="en"><![CDATA[Learning environments]]></kwd>
<kwd lng="en"><![CDATA[Social media]]></kwd>
<kwd lng="en"><![CDATA[Learning communities]]></kwd>
<kwd lng="en"><![CDATA[Technology in education]]></kwd>
<kwd lng="en"><![CDATA[Renal Physiopathology]]></kwd>
</kwd-group>
</article-meta>
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