<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000200779</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2178</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación Híbrida, ¿Una Opción Para La Enseñanza Médica?]]></article-title>
<article-title xml:lang="en"><![CDATA[Hybrid Education, an Option for Medical Teaching?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação híbrida, uma opção para a educação médica?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Adame]]></surname>
<given-names><![CDATA[Erik]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Reyes]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyna-Beltrán]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tavera-Tapia]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Autonomous University of Tamaulipas Faculty of Medicine &#8220;Dr. Alberto Romo Caballero&#8221; ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Autonomous University of Tamaulipas Faculty of Medicine &#8220;Dr. Alberto Romo Caballero&#8221; ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Autonomous University of Tamaulipas Faculty of Medicine &#8220;Dr. Alberto Romo Caballero&#8221; ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Autonomous University of Tamaulipas Faculty of Medicine &#8220;Dr. Alberto Romo Caballero&#8221; ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200779&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200779&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200779&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con la pandemia de COVID-19 se produjo una transición acelerada para adaptar los modelos tradicionales a la virtualidad. Esta rápida adaptación tuvo ventajas y desventajas. En el panorama de la educación superior en medicina, esto fue un desafío. El objetivo de esta investigación fue establecer la relevancia de la educación híbrida para la educación médica, así como localizar aquellas herramientas que podrían traducirse en un beneficio para la educación médica y comprender el efecto de la pandemia de COVID-19 en la promoción de la educación híbrida. Se realizó un estudio descriptivo y transversal. Se encuestaron 300 estudiantes de la Facultad de Medicina de nuestra institución. El período de realización fue de 6 semanas. Los datos fueron analizados con estadística descriptiva y presentados en forma de gráficos. El 61% de los estudiantes de medicina cree que la educación médica puede integrar la educación híbrida. Los encuestados consideraron que existen herramientas desarrolladas para la educación híbrida, aplicables en la educación médica. Las principales limitaciones incluyen la organización de los cursos en línea, las dificultades relacionadas con las clases sincrónicas y la falta de cursos de capacitación, donde las mejoras implementadas se traducirían en una combinación efectiva entre los modelos tradicionales e híbridos. A pesar del regreso a la educación presencial, la educación híbrida puede ser una opción práctica con ventajas inmediatamente aplicables a la enseñanza tradicional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract With the COVID-19 pandemic, there was an accelerated transition to adapt traditional models to virtuality. This rapid adaptation had advantages and disadvantages. In the landscape of higher education in medicine, it was challenging. The objective of this research was to establish the relevance of hybrid education for medical education, as well as to identify those tools that could translate into a benefit for medical education and to comprehend the effect of the COVID-19 pandemic on the promotion of hybrid education. A descriptive and cross-sectional study was performed. 300 students from the Faculty of Medicine of our institution were surveyed. The completion period was six weeks. Data was analyzed with descriptive statistics and presented in the form of graphs. 61% of medical students believe that medical education can integrate hybrid education. Respondents considered that there are tools developed for hybrid education that are applicable to medical education. The main limitations include organization of online courses, difficulties related to synchronous classes, and the lack of training courses, where improvements implemented would translate into an effective combination between the traditional and hybrid models. Despite the return to face-to-face education, hybrid education can be a practical option with advantages immediately applicable to traditional teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com a pandemia da COVID-19, houve uma transição acelerada para adaptação dos modelos tradicionais à virtualidade. Esta rápida adaptação teve vantagens e desvantagens. No cenário do ensino médico superior, isso era um desafio. O objetivo desta pesquisa foi estabelecer a relevância da educação híbrida para a educação médica, bem como localizar as ferramentas que poderiam se traduzir em um benefício para a educação médica e compreender o efeito da pandemia da COVID-19 na promoção da educação híbrida. Foi realizado um estudo descritivo e transversal. Foram entrevistados 300 alunos da Faculdade de Medicina da nossa instituição. O período de conclusão foi de 6 semanas. Os dados foram analisados &#8203;&#8203;com estatística descritiva e apresentados em forma de gráficos. 61% dos estudantes de medicina acreditam que a educação médica pode integrar a educação híbrida. Os entrevistados consideraram que existem ferramentas desenvolvidas para o ensino híbrido, aplicáveis &#8203;&#8203;na educação médica. As principais limitações incluem a organização de cursos online, as dificuldades relacionadas com aulas síncronas e a falta de cursos de formação, onde as melhorias implementadas resultariam numa combinação eficaz entre os modelos tradicional e híbrido. Apesar do regresso ao ensino presencial, o ensino híbrido pode ser uma opção prática com vantagens imediatamente aplicáveis &#8203;&#8203;ao ensino tradicional.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[hybrid education]]></kwd>
<kwd lng="en"><![CDATA[medicine]]></kwd>
<kwd lng="en"><![CDATA[research]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[educación híbrida]]></kwd>
<kwd lng="es"><![CDATA[medicina]]></kwd>
<kwd lng="es"><![CDATA[investigación]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[ensino híbrido]]></kwd>
<kwd lng="pt"><![CDATA[medicina]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
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