<?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>S2007-50572024000100100</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.49.23563</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Taller en línea de razonamiento clínico y disposiciones cognitivas para responder en médicos residentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Online workshop about clinical reasoning and cognitive dispositions to respond for medical residents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Piña]]></surname>
<given-names><![CDATA[Francisco René]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Cirlos]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Minjares]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Mendiola]]></surname>
<given-names><![CDATA[Melchor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Mexicano del Seguro Social  ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Nacional de Ciencias Médicas y Nutrición &#8220;Salvador Zubirán&#8221;  ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Coordinación de Universidad Abierta, Innovación Educativa y Educación a Distancia ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,UNAM Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>49</numero>
<fpage>100</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000100100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Los errores diagnósticos son frecuentes, principalmente por sesgos cognitivos. Estos sesgos, también llamados &#8220;disposiciones cognitivas para responder&#8221; (DCR), influyen de forma importante en la atención médica. Se requieren intervenciones educativas en las residencias médicas sobre estos temas.  Objetivo:  Desarrollar y evaluar un taller en línea sobre razonamiento clínico y DCR para médicos residentes.  Método:  Se utilizaron los modelos de Kolb para aprendizaje experiencial, Kern para desarrollo curricular en línea, y el marco conceptual de Croskerry sobre razonamiento clínico y sesgos cognitivos. Diseño: cuasi-experimental pre-post de un grupo. Muestra: residentes de Medicina Interna de la Universidad Nacional Autónoma de México (UNAM). Variables: conocimiento, opinión y habilidades auto-reportadas. Instrumentos: exámenes pre y post-test para evaluar conocimiento; cuestionario de opinión y satisfacción; cuestionario retrospectivo pre-post para habilidades auto-reportadas. Análisis psicométrico del examen con la teoría de medición clásica. Comparaciones pre-post con prueba t de Student.  Resultados:  El taller se integró por tres sesiones sincrónicas de dos horas vía Zoom, distribuidas en tres semanas, con actividades asincrónicas para discusión y preparación de casos en Canvas. Las sesiones sincrónicas fueron presentaciones interactivas, se realizaron ejercicios con grupos pequeños para discusión de casos. 22 residentes de Medicina Interna tomaron el taller (13 H/9 M), edad promedio 27.5 años. El examen pre-test tuvo una puntuación promedio de 12.8 (51.2% aciertos), post-test de 14.6 (58.4%) (p = 0.038). Las cinco áreas exploradas con el cuestionario retrospectivo pre-post tuvieron incrementos sustanciales (p &lt; 0.001). El cuestionario de satisfacción mostró respuestas positivas y sugerencias de mejora.  Conclusiones:  Una intervención educativa e línea para médicos residentes sobre razonamiento clínico y DCR, fue desarrollada e implementada siguiendo buenas prácticas educativas, con fundamento curricular. La aplicación del taller mostró incremento en el conocimiento y habilidades auto-reportadas. Es necesario realizar estudios con grupos control, usando diseños de investigación más robustos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Errors occur frequently in medicine, mainly due to cognitive biases. There are many biases or &#8220;cognitive dispositions to respond&#8221; (CDR) that influence the diagnostic process, and there is a need for interventions to improve knowledge and skills about it in residency education.  Objective:  To develop an online workshop about clinical reasoning and CDR and test it in residents.  Method:  Kern&#8217;s model for curriculum development and Kolb&#8217;s experiential learning model were used for workshop design. Croskerry&#8217;s conceptual framework was used for course contents. A one-group pre-post study was performed in Internal Medicine residents at the National Autonomous University of Mexico (UNAM) Faculty of Medicine. Outcomes: knowledge, self-reported skills, and satisfaction. Instruments: pre and post-test multiple-choice question exams to measure knowledge; course opinion survey; retrospective pre-post questionnaire to assess skills. Psychometric analysis was done using classical measurement theory. Pre-post comparisons were done with paired Student&#8217;s t-test.  Results:  The workshop had three two-hour synchronic sessions via Zoom, over a three-week period, with asynchronic activities for case preparation in Canvas. 22 Internal medicine residents took the workshop (13 M/9 F), average age 27.5 years. Pre-test exam average score was 12.8 (51.2% correct), post-test 14.6 (58.4% correct), p = 0.038. The retrospective pre-post questionnaire had substantial positive increases in all areas (p &lt; 0.001). The satisfaction questionnaire showed positive responses. Small groups analyzed real-life clinical cases, identifying cognitive biases, their impact on the patients&#8217; clinical course and proposed strategies to mitigate CDR.  Conclusions:  An online educational intervention for residents about clinical reasoning, cognitive biases and strategies to cope with CDR, was developed and implemented. The workshop showed an increase in knowledge and self-reported skills and was satisfactory for the residents. The research design cannot exclude several validity threats, so studies in other populations, with larger sample size and control groups, using more robust research designs are needed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Razonamiento clínico]]></kwd>
<kwd lng="es"><![CDATA[sesgos cognitivos]]></kwd>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[errores diagnósticos]]></kwd>
<kwd lng="es"><![CDATA[educación médica de posgrado]]></kwd>
<kwd lng="en"><![CDATA[Clinical reasoning]]></kwd>
<kwd lng="en"><![CDATA[cognitive biases]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[medical errors]]></kwd>
<kwd lng="en"><![CDATA[graduate medical education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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