<?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>S2007-50572024000300053</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.51.23575</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prebriefing ¿Cómo se implementan los estándares de buenas prácticas? Una experiencia desde Argentina.]]></article-title>
<article-title xml:lang="en"><![CDATA[Prebriefing: How are standards of Best Practice implemented? An experience from Argentina.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Latugaye]]></surname>
<given-names><![CDATA[Dolores]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Astoul Bonorino]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral Facultad de Ciencias Biomédicas Centro de Simulación Clínica]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>51</numero>
<fpage>53</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000300053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000300053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000300053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción:  Los estándares de buenas prácticas recomiendan iniciar la enseñanza o experiencia basada en simulación (EBS) con un prebriefing. No incluirlo o hacerlo de manera incompleta, puede atentar contra el entorno seguro de aprendizaje.  Objetivo:  Describir la calidad de los prebriefing realizados durante el año 2022 en el Centro de Simulación Clínica de una universidad de gestión privada de Argentina, según los estándares de mejores prácticas de la International Nursing Association in Clinical Simulation and Learning (INACSL).  Método:  Se trata de un estudio descriptivo, exploratorio y de corte transversal. Se incluyeron todos los registros completos de las EBS realizadas en el marco de las actividades académicas habituales, desde el 1 de enero al 31 de diciembre de 2022. Se contó con una base de datos secundaria que incluyó los componentes del prebriefing sugeridos por los estándares de buenas prácticas. Para el análisis se utilizó estadística descriptiva.  Resultados:  Se analizaron los prebriefing de 177 EBS. Más de la mitad incluyó al menos 9 de los 12 ítems sugeridos por las recomendaciones internacionales, por lo que presentaron una calidad categorizada como &#8220;alta&#8221; e &#8220;intermedia&#8221;.  Conclusiones:  Si bien, la mayoría de los prebriefing fue de calidad fue alta, estos resultados invitan a planificar y desarrollar programas de acompañamiento y formación continua de los facilitadores e instructores para promover la incorporación de aquellos aspectos que no fueron incluidos en un 70% de las veces.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Simulation Standards of Best Practice recommend starting the simulation-based experience or education (SBE) with a prebriefing. Not including it or doing it incompletely can undermine the safe learning environment.  Objective:  The objective of this study is to describe the quality of prebriefing carried out during 2022 in a private not-for-profit university in Argentina, according to the International Nursing Association of Clinical Simulation and Learning Best Practice (INACSL).  Method: This is a descriptive, exploratory, and cross-sectional study. All complete records of EBS carried out within the framework of usual academic activities, from January 1 to December 31, 2022, were included. Data was obtained from a secondary database, which included the prebriefing components suggested by the good practice standards. Descriptive statistics were used for the analysis.  Results:  Prebriefing of 177 EBS were analyzed. More than half included at least 9 of the 12 items suggested by international recommendations, which is why they presented a quality categorized as "high" and "intermediate".  Conclusions:  Although most of the prebriefing was of high quality, these results invite us to plan and develop support and continuous training programs for facilitators and instructors to promote the incorporation of those aspects that were not included 70% of the time.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[simulación de paciente]]></kwd>
<kwd lng="es"><![CDATA[entrenamiento simulado]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="en"><![CDATA[patient simulation]]></kwd>
<kwd lng="en"><![CDATA[simulation training]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
</kwd-group>
</article-meta>
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