<?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>S2007-50572024000200122</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.50.23573</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Simulación clínica como estrategia educativa para el desarrollo del razonamiento clínico en estudiantes de kinesiología]]></article-title>
<article-title xml:lang="en"><![CDATA[Clinical simulation as educative strategy for clinical reasoning development of undergraduate physiotherapy students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Westermeier Castillo]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monrroy Uarac]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barría Pailaquilén]]></surname>
<given-names><![CDATA[Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile Facultad de Medicina Instituto de Aparato Locomotor y Rehabilitación]]></institution>
<addr-line><![CDATA[Valdivia ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Austral de Chile Facultad de Medicina Instituto de Enfermería]]></institution>
<addr-line><![CDATA[Valdivia ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>50</numero>
<fpage>122</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000200122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000200122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000200122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El razonamiento clínico se describe como pilar fundamental dentro de los planes de estudio de distintas carreras de la salud y las metodologías y didácticas deben tender a un aprendizaje significativo que propenda a esta competencia. Durante y luego de la pandemia por COVID-19 hubo restricciones de acceso a entornos clínicos, lo que obligó a diseñar estrategias de enseñanza que en parte lograran suplir este déficit. El objetivo de este trabajo es describir la experiencia de implementación de estrategias de simulación para el desarrollo de razonamiento clínico en contexto de pandemia en estudiantes de kinesiología de una universidad chilena. Durante dos semestres académicos consecutivos, para dos asignaturas se realizó inicialmente telesimulación clínica (semestre 1) y posteriormente, al retorno a la presencialidad, actividades en entorno de aprendizaje simulado (semestre 2). En cada semestre se desarrollaron tres escenarios de simulación. Para la preparación y contenido de los escenarios se utilizó de base la orientación de un abordaje integral involucrando a la persona en el centro del quehacer kinésico, y considerando que esta interactúa con un contexto. Los entornos tuvieron un enfoque de función/salud y disfunción/enfermedad y la incorporación de los escenarios durante cada semestre se basó en la ejecución del modelo de intervención kinésica. Se utilizó baja (juego de roles) y alta fidelidad (pacientes estandarizados), participaron 120 estudiantes, cuatro docentes facilitadores, dos actores y dos ayudantes. La simulación clínica permitió el logro de la mayoría de los resultados de aprendizaje planteados en las asignaturas a través de la implementación de una práctica clínica en un ambiente seguro con una orientación formativa. Aun cuando se evidenció en algunos casos ansiedad e intranquilidad, en general los estudiantes valoraron esta experiencia como una estrategia educativa enriquecedora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Clinical reasoning is described as a fundamental pillar within the curriculum of different health careers and the methodologies and didactics must tend towards significant learning that promotes this competence. During and after the COVID-19 pandemic, there were restrictions on access to clinical settings, which forced the design of teaching strategies that could partly make up for this deficit. The objective of this article is to describe the experience of implementing simulation strategies for the development of clinical reasoning in the context of a pandemic in physiotherapy students at a Chilean university In two consecutive academic semesters, clinical telesimulation was initially carried out for two courses (semester 1) and later, upon return to face-to-face, activities in a simulated learning environment (semester 2). Three simulation scenarios were developed in each semester. For the preparation and content of the scenarios, the orientation of a comprehensive approach was used as a basis, involving the person in the center of the physiotherapy work, and considering that this person interacts with a context. The environments had a focus on function/health and dysfunction/disease and the incorporation of the scenarios during each semester was based on the execution of the physiotherapy process. Low (role play) and high fidelity (standardized patients) were used; 120 students, four teacher facilitators, two actors and two assistants participated. The clinical simulation allowed the achievement of most of the learning outcomes raised in the subjects, through the implementation of a clinical practice in a safe environment with a training orientation. Even though anxiety and unrest were evident in some cases, in general the students valued this experience as an enriching educational strategy.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Razonamiento clínico]]></kwd>
<kwd lng="es"><![CDATA[educación basada en competencias]]></kwd>
<kwd lng="es"><![CDATA[entrenamiento simulado]]></kwd>
<kwd lng="es"><![CDATA[especialidad de fisioterapia]]></kwd>
<kwd lng="en"><![CDATA[Clinical reasoning]]></kwd>
<kwd lng="en"><![CDATA[competency-based education]]></kwd>
<kwd lng="en"><![CDATA[simulation training]]></kwd>
<kwd lng="en"><![CDATA[physical therapy specialty]]></kwd>
</kwd-group>
</article-meta>
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