<?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>S2007-50572021000100031</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.37.20259</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El médico residente como educador en Medicina Familiar: estudio experimental con un curso presencial y en línea]]></article-title>
<article-title xml:lang="en"><![CDATA[The Resident as Teacher in Family Medicine: Experimental Study with a Faceto-Face Course and its Online Version]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez López]]></surname>
<given-names><![CDATA[Jafet F.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Mendiola]]></surname>
<given-names><![CDATA[Melchor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Mexicano del Seguro Social  ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>10</volume>
<numero>37</numero>
<fpage>31</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000100031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Antecedentes: Los médicos residentes de especialidad tienen gran cantidad de actividades, que incluyen la docencia con otros residentes, médicos, internos, estudiantes de medicina y enfermería. Las actividades formales de capacitación en docencia para los médicos residentes son escasas, principalmente en Latinoamérica. La educación en línea es una modalidad que permite la impartición de cursos a personas que tienen horarios complicados, como son los residentes, con autoadministración del tiempo y posibilidades de realizar actividades en cualquier lugar. El objetivo de este estudio fue desarrollar un curso en línea sobre el rol docente del residente en Medicina Familiar, y comparar su efectividad con la versión presencial.  Método: Se realizó un ensayo controlado con asignación aleatoria, en médicos residentes de 2o año de Medicina Familiar del Instituto Mexicano del Seguro Social, Ciudad de México. Un grupo recibió el curso presencial diseñado en la Facultad de Medicina de la UNAM, y el otro una versión adaptada a la modalidad en línea. Los profesores y los contenidos en ambos cursos fueron los mismos. Se evaluaron conocimientos y competencias docentes con tres instrumentos: cuestionario pre-post retrospectivo, examen de opción múltiple y un Examen de Docencia Objetivo Estructurado (EDOE).  Resultados: Participaron 42 residentes: grupo 1 (n=22) modalidad en línea (G1EL), grupo 2 (n=20) modalidad presencial (G2P). 15 Participantes del grupo 1 y 14 del grupo 2 realizaron todas las evaluaciones. El G1EL tuvo mejor desempeño que el G2P en el examen de conocimientos (p&lt;0.05) y en la estación EDOE de enseñanza de la clínica (p&lt;0.05). Las demás comparaciones no tuvieron diferencias.  Conclusiones: La efectividad educativa de un curso en línea sobre el rol docente del residente, aplicado a médicos de la especialidad de Medicina Familiar, fue similar a la de un curso presencial con contenidos similares. Incluso tuvo un mayor efecto en el nivel de conocimientos y en una de las competencias docentes. La modalidad en línea en este tipo de cursos debe explorarse en otras especialidades y contextos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background: Medical specialty residents have a wide variety of activities, including teaching other residents, interns, medical and nursing students. Formal courses about the resident-as-teacher concept are scarce in Latin America. Online learning is a modality that allows delivery of courses to busy professionals with complicated schedules, like medical residents, providing time management and the possibility of dedicating time to course activities practically anywhere. The goal of this study was to develop a resident-as-teacher online course for Family Medicine residents, and to compare its effectiveness with its face-to-face version.  Method: A randomized controlled trial was performed, with a stratified sample of 2nd year Family Medicine residents, at the Mexican Institute of Social Security in Mexico City. One group received the face-to-face version of a &#8220;resident-as-teacher&#8221; course designed at UNAM Faculty of Medicine, and the other group had an online modality adapted version of the course. Faculty and content in both courses were the same. The outcome measures were self-assessment of knowledge and skills with a retrospective pre-post questionnaire, an objective multiple-choice question test for knowledge, and teaching competencies measured with an Objective Structured Teaching Examination (OSTE).  Results: 42 residents participated: group 1 (n=22) underwent the online modality (G1EL), and group 2 (n=20) experienced the face-to-face version (G2P). 15 Residents from group 1, and 14 from group 2 completed all the assessment instruments. G1EL had better performance than G2P in the knowledge test (p&lt;0.05) and in the OSTE clinical teaching station (p&lt;0.05). The other comparisons had no significant differences.  Conclusions: The educational effectiveness of a resident-as-teacher online course in Family Medicine residents was similar to a face-to-face course with similar content. There was a higher impact in knowledge acquisition and in one teaching competency. The online modality in these courses should be explored in other contexts and specialties.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación de posgrado]]></kwd>
<kwd lng="es"><![CDATA[educación de residentes]]></kwd>
<kwd lng="es"><![CDATA[competencias docentes]]></kwd>
<kwd lng="es"><![CDATA[Medicina Familiar]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Graduate education]]></kwd>
<kwd lng="en"><![CDATA[residency education]]></kwd>
<kwd lng="en"><![CDATA[teaching competencies]]></kwd>
<kwd lng="en"><![CDATA[Family Medicine]]></kwd>
<kwd lng="en"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
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