<?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>S2007-50572022000100044</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2022.41.21371</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Performance in cardiac examination and diagnostic accuracy after training medical students with simulators vs. patients]]></article-title>
<article-title xml:lang="es"><![CDATA[Desempeño en la exploración cardiaca y precisión diagnóstica de estudiantes de medicina posterior al entrenamiento con simuladores vs. pacientes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomez Morales]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos Gandara]]></surname>
<given-names><![CDATA[Jaime]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos Arevalo]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cervantes Blanco]]></surname>
<given-names><![CDATA[Rey Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cedillo Alvarez]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Ejército y Fuerza Aérea Escuela Militar de Medicina Laboratorio de Simulación Clínica]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>11</volume>
<numero>41</numero>
<fpage>44</fpage>
<lpage>52</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572022000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572022000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572022000100044&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  To ensure a good medical preparation and reduce the risk of mistakes, different methods and techniques for the development of clinical practice are used; cardiac examination skills decrease along the time. For this purpose simulation is implemented on the teaching process, and the impact of it on performance of cardiac auscultation should be assessed.  Objective:  We aimed to compare 4th-year med students&#8217; performance and diagnostic accuracy during the cardiac examination, before and after training.  Method:  The sample comprised forty-six 4th year med students randomized into two groups. One group was trained with cardiac simulators and the other with patients exclusively. We assessed their ability to perform a cardiac examination and the diagnostic accuracy by using a standardized assessment checklist for a cardiac examination and then performed a statistic test to compare both groups&#8217; performance.  Results:  There was a difference between both groups&#8217; initial scores of 2 decimals (7.1 and 7.3 on a 0-10 scale). After training, we found that the patients&#8217; trained group had an average score of 8.6 while the simulators trained group had an average score of 8.8 and higher diagnosis accuracy.  Conclusions:  Clinical simulation and patient training are two different ways of achieving the same goal. There are many reports that claim simulation is best to train medical students, but in this report, we did not observe a statistical difference among them. This is not however, a disadvantage. Clinical simulation offers better learning experience, shown as a tendency in the scores and better diagnostic accuracy. The lack of significant difference between the simulator/patient groups can be explained by a small sample size.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Para asegurar una buena preparación médica y reducir el riesgo de errores, se utilizan diferentes métodos y técnicas para el desarrollo de la práctica clínica. Las habilidades de exploración cardiaca disminuyen con el tiempo, por lo cual se ha implementado la simulación en el proceso de enseñanza y debe evaluarse su impacto en el rendimiento de la auscultación cardiaca.  Objetivo:  Nuestro objetivo fue comparar el rendimiento y la precisión diagnóstica de los estudiantes de medicina de cuarto año durante el examen cardiaco, antes y después del entrenamiento.  Método:  La muestra estuvo compuesta por cuarenta y cinco estudiantes de medicina de cuarto año asignados al azar en dos grupos. Un grupo se entrenó con simuladores cardiacos y el otro exclusivamente con pacientes. En las diferentes pruebas, evaluamos su capacidad para realizar un examen cardiaco y la precisión del diagnóstico mediante el uso de una lista de verificación de evaluación estandarizada para un examen cardiaco. Luego realizamos una prueba estadística para comparar el desempeño de ambos grupos.  Resultados:  Hubo una diferencia entre las puntuaciones iniciales de ambos grupos de 2 decimales (7.1 y 7.3 en una escala de 0 a 10). Después del entrenamiento, encontramos que el grupo entrenado de pacientes tenía una puntuación media de 8.6, mientras que el grupo entrenado con simuladores tenía una puntuación media de 8.8 y una precisión diagnóstica más alta.  Conclusiones:  La simulación clínica y el entrenamiento del paciente son dos formas diferentes de lograr el mismo objetivo. Hay muchos informes de que la simulación de reclamos es mejor para capacitar a los estudiantes de medicina, pero en este informe no observamos una diferencia estadística entre ellos. Sin embargo, esto no es una desventaja. La simulación clínica ofrece una mejor experiencia de aprendizaje, que se muestra como una tendencia en los puntajes y una mejor precisión diagnóstica. La falta de diferencia significativa entre los grupos de simulador/pacientes puede explicarse por un tamaño de muestra pequeño.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Simulation training]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[clinical skills]]></kwd>
<kwd lng="en"><![CDATA[medical students]]></kwd>
<kwd lng="en"><![CDATA[clinical competency]]></kwd>
<kwd lng="es"><![CDATA[Entrenamiento con simuladores]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[habilidades clínicas]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[competencias clínicas]]></kwd>
</kwd-group>
</article-meta>
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