<?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>S2007-50572023000300098</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2023.47.23504</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modalidades virtuales de aprendizaje en Odontología: Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual learning modalities in Dentistry: Systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza Guzmán]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Trujillo]]></surname>
<given-names><![CDATA[María de los Ángeles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villanueva Vilchis]]></surname>
<given-names><![CDATA[María del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Vázquez]]></surname>
<given-names><![CDATA[Alan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz García]]></surname>
<given-names><![CDATA[Sandra Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,León  ]]></institution>
<addr-line><![CDATA[León Gto.]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Escuela Nacional de Estudios Superiores Departamento de Salud Pública]]></institution>
<addr-line><![CDATA[León Gto.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Escuela Nacional de Estudios Superiores Departamento de Idiomas]]></institution>
<addr-line><![CDATA[León Gto.]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>47</numero>
<fpage>98</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572023000300098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572023000300098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572023000300098&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La formación odontológica integral pasó por un proceso importante de transformación a partir de la contingencia por COVID-19. Los llamados entornos virtuales (EVA), modalidades a distancia y la educación remota de emergencia (ERE) tuvieron un gran impacto y efectividad en la educación.  Objetivo:  Determinar la efectividad de tres modalidades virtuales de aprendizaje (e-learning, b-learning y m-learning) en los conocimientos teórico-prácticos y práctica clínica en odontología a través de una revisión sistemática de la literatura científica utilizando la estrategia PICO en bases de datos electrónicas.  Método:  El proceso de selección de estudios se llevó a cabo de acuerdo con las directrices Preferred Reporting Items for Systematic Review and Meta-Analyses (PRIS-A). Se llevó a cabo la búsqueda por dos integrantes del equipo durante diciembre de 2021 en las bases de datos PubMed y Web of Science. Se incluyeron artículos de hasta 10 años de antigüedad, cuanti y cualitativos, en inglés, con resultados de la evaluación de conocimiento teórico-práctico y práctica clínica y cuya población de estudio fueran estudiantes de odontología.   Resultados:  Se obtuvo un total de 422 estudios, 12 cumplieron con los criterios de inclusión y trabajaron con las modalidades e-learning y b-learning, de los cuales cinco sobre e-learning y dos sobre b-learning mejoraron los conocimientos teórico-prácticos, mientras que dos sobre b-learning mejoraron la práctica clínica. No se obtuvieron artículos que evaluaran la modalidad m-learning.  Conclusión:  La modalidad e-learning fue efectiva para el mejoramiento de los conocimientos teórico-clínicos, mientras que b-learning fue más efectiva para el desarrollo de la práctica clínica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Comprehensive dental training underwent an important transformation process as a result of the COVID-19 contingency. The so-called virtual environments (EVA), distance modalities and emergency remote education (ERE) had a great impact and effectiveness in education.  Objective:  To determine the effectiveness of three virtual learning modalities (e-learning, b-learning and m-learning) in theoretical-practical knowledge and clinical practice in dentistry through a systematic review of the scientific literature using the PICO strategy in electronic databases.  Method:  The study selection process was carried out in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. The search was carried out by two members of the team during December 2021 in the PubMed and Web of Science databases. Articles up to 10 years old are included, quantitative and qualitative, in English, with results of the evaluation of theoretical-practical knowledge and clinical practice and whose study population will result in dental students.  Results:  A total of 422 studies were obtained, 12 met the inclusion criteria and worked with the e-learning and b-learning modalities, of which five on e-learning and two on b-learning improved theoretical and practical knowledge, while that two on b-learning improved clinical practice. Articles that will evaluate the m-learning modality will not be added.  Conclusion:  The e-learning modality was effective for the improvement of theoretical-clinical knowledge, while b-learning was more effective for the development of clinical practice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[e-learning]]></kwd>
<kwd lng="es"><![CDATA[b-learning]]></kwd>
<kwd lng="es"><![CDATA[m-learning]]></kwd>
<kwd lng="en"><![CDATA[virtual education dentistry]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[e-learning]]></kwd>
<kwd lng="en"><![CDATA[b-learning]]></kwd>
<kwd lng="en"><![CDATA[m-learning]]></kwd>
</kwd-group>
</article-meta>
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