<?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>S2007-50572023000400080</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2023.48.23527</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Exposición oral en clase, docente vs estudiante: Efectos en la retención del conocimiento grupal]]></article-title>
<article-title xml:lang="en"><![CDATA[Oral presentation in class, teacher vs. student: Effects on the retention of group knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camberos-Barraza]]></surname>
<given-names><![CDATA[Josué]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camacho-Zamora]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdez-Flores]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Angulo-Rojo]]></surname>
<given-names><![CDATA[Carla Ernestina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guadrón-Llanos]]></surname>
<given-names><![CDATA[Alma Marlene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osuna-Ramos]]></surname>
<given-names><![CDATA[Juan Fidel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rábago-Monzón]]></surname>
<given-names><![CDATA[Ángel Radamés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Picos-Cárdenas]]></surname>
<given-names><![CDATA[Verónica Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-García]]></surname>
<given-names><![CDATA[Luis Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrán-Arita]]></surname>
<given-names><![CDATA[Alberto Kousuke De la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Culiacán Sinaloa]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Sinaloa Facultad de Medicina Maestría en Ciencias en Biomedicina Molecular]]></institution>
<addr-line><![CDATA[Culiacán ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Sinaloa Facultad de Medicina Doctorado en Ciencias en Biomedicina Molecular]]></institution>
<addr-line><![CDATA[Culiacán ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>48</numero>
<fpage>80</fpage>
<lpage>96</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572023000400080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572023000400080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572023000400080&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción La exposición oral en clase es una herramienta valiosa para el estudiante de manera individual, la cual le permite compartir conocimientos y demostrar comprensión de un tema. La calidad y efectividad de la exposición pueden variar ampliamente según diversos factores, tales como la experiencia y la habilidad de comunicación. Por otro lado, el docente tiene una mayor experiencia y conocimiento en la materia que imparte debido a su formación académica y a su experiencia práctica, así como mayor habilidad de explicar y enseñar el conocimiento de manera efectiva y estructurada. Estas diferencias en el nivel de conocimiento entre docente y estudiante en ocasiones representan un problema en el aprendizaje grupal sobre el tema que se está exponiendo.  Objetivo Caracterizar las diferencias entre las exposiciones orales del docente y estudiante sobre el aprendizaje grupal, con el propósito de identificar áreas en las que los métodos de enseñanza pueden mejorarse.  Método Participaron 140 estudiantes de segundo año de la carrera de Médico General los cuales se asignaron aleatoriamente a dos condiciones experimentales (docente frente a grupo vs estudiante frente a grupo), los cuales fueron sometidos a pruebas de aprendizaje y prueba. Posteriormente se midió la carga cognitiva, el desempeño y la eficiencia.  Resultados El aprendizaje es superior cuando el docente imparte la exposición oral de una tarea cognitiva compleja si el desempeño se mide en problemas de transferencia. En contraparte, el aprendizaje es mejor cuando el estudiante imparte la exposición oral si el desempeño se mide en problemas de retención.  Conclusiones La exposición oral impartida por el docente tiene un efecto positivo en el aprendizaje profundo grupal de tareas cognitivas complejas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction The oral presentation in class is a valuable tool for the individual student, which allows him to share knowledge and demonstrate understanding of a topic. The quality and effectiveness of the presentation can vary widely depending on various factors, such as experience and communication skills. On the other hand, the teacher has greater experience and knowledge in the subject they teach due to their academic training and practical experience, as well as a greater ability to explain and teach knowledge in an effective and structured way. These differences in the level of knowledge between teacher and student sometimes represent a problem regarding group learning on the subject that is being exposed.  Objective Characterize the differences between the oral presentations of teacher and student over group learning, with the purpose of identifying areas in which teaching methods can be improved.  Methods 140 second-year students of the General Physician career participated, randomly assigned to two experimental conditions (teacher vs. group vs. student vs. group), which were subjected to learning and test tests. Subsequently, the cognitive load, performance and efficiency were measured.  Results Learning is superior when the teacher gives an oral presentation of a complex cognitive task if performance is measured in transfer problems. On the other hand, learning is better when the student gives the oral presentation if the performance is measured in retention problems.  Conclusions The oral presentation given by the teacher has a positive effect on deep group learning of complex cognitive tasks.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[exposición oral]]></kwd>
<kwd lng="es"><![CDATA[retención del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje grupal]]></kwd>
<kwd lng="es"><![CDATA[diferencias de conocimiento]]></kwd>
<kwd lng="es"><![CDATA[dinámica educativa]]></kwd>
<kwd lng="es"><![CDATA[estrategias pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[oral presentation]]></kwd>
<kwd lng="en"><![CDATA[knowledge retention]]></kwd>
<kwd lng="en"><![CDATA[group learning]]></kwd>
<kwd lng="en"><![CDATA[knowledge differences]]></kwd>
<kwd lng="en"><![CDATA[educational dynamics]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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