<?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>S2007-50572024000200007</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.50.23547</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Carga mental en simulación de baja fidelidad asociada con material instruccional interactivo]]></article-title>
<article-title xml:lang="en"><![CDATA[Mental load in low fidelity simulation associated with interactive instructional material]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Aliaga]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Gálvez]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orellana-Walden]]></surname>
<given-names><![CDATA[Renán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madrid Avilés]]></surname>
<given-names><![CDATA[Gloria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Arriagada]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Bernardo O´Higgins Facultad de Ciencias de la Salud Hospital de Simulación y Laboratorios]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Sebastián Facultad de Ciencias para el Cuidado de la Salud Escuela de Enfermería]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Bernardo O´Higgins Facultad de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Bernardo O´Higgins Facultad de Ciencias Médicas Escuela de Enfermería]]></institution>
<addr-line><![CDATA[Santiago ]]></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>7</fpage>
<lpage>16</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción Las actividades de simulación clínica a menudo se acompañan de un material instruccional de apoyo que se entrega previamente. Este, paradójicamente, puede implicar aumento de la demanda de recursos mentales para poder procesarlos. La teoría de la carga mental propone una capacidad limitada de la memoria de trabajo, por tanto, se hace necesaria la medición de la carga mental asociada con el material instruccional.  Objetivo Evaluar la carga mental en simulaciones de baja fidelidad en estudiantes de enfermería, con y sin el uso de material instruccional interactivo.  Método Estudio cuantitativo, experimental, diseño de caso y control. La muestra fue de 105 estudiantes, de tipo censal, con asignación aleatoria al grupo control y caso. El grupo caso fue expuesto a material instruccional tipo video y lectura de guía de aprendizaje, versus el grupo control, expuesto solo a lectura. Se midió la carga mental con instrumento NASA-TXL, después de una simulación de baja fidelidad.  Resultados Las medias de puntaje para los grupos control y caso, fueron, respectivamente: demanda mental 5.69 ± 1.93 vs 6.24 ± 2.17 (p &gt; 0.05), demanda física 3.22 ± 1.91 vs 3.47 ± 2.13 (p &gt; 0.05), demanda temporal 4.89 ± 2.32 vs 5.49 ± 2.71 (p &gt;0.05), esfuerzo 6.98 ± 1.78 vs 7.61 ± 1.83 (p &lt; 0.05), nivel de frustración 4.81 ± 2.50 vs 6.02 ± 2.83 (p &lt; 0.05) y rendimiento 7.91 ± 1.49 vs 7.71 ± 1,45 (p &gt; 0.05)  Conclusiones Existieron diferencias significativas en las escalas esfuerzo y nivel de frustración. En las escalas demanda mental, física y temporal, el grupo caso presenta mayores puntajes, sin diferencias significativas. El rendimiento auto percibido fue menor en el grupo caso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Clinical simulation activities are often accompanied by pre-delivered supporting instructional material. This, paradoxically, may imply an increase in the demand for mental resources to be able to process them. The mental load theory proposes a limited capacity of the working memory, for which it is necessary to measure the mental load associated with the instructional material.  Objective To evaluate mental workload in low fidelity simulations in nursing students, with and without the use of interactive instructional material.  Method Quantitative, experimental, case-control design. The sample was 105 students, of census type, with random assignment to the control and case group. The case group was exposed to video-type instructional material and reading of the learning guide, versus the control group, exposed only to reading. Mental load was measured with the NASA-TXL instrument, after a low-fidelity simulation.  Results The mean scores for the control and case groups were, respectively: mental demand 5.69 ± 1.93 vs 6.24 ± 2.17 (p&gt;0.05), physical demand 3.22 ± 1.91 vs 3.47 ± 2.13 (p &gt; 0.05), temporal demand 4.89 ± 2.32 vs 5.49 ± 2.71 (p &gt; 0.05), effort 6.98 ± 1.78 vs 7.61 ± 1.83 (p &lt; 0.05), frustration level 4.81 ± 2.50 vs 6.02 ± 2.83 (p &lt; 0.05) and performance 7.91 ± 1.49 vs 7.71 ± 1.45 (p &gt; 0.05).  Conclusions There were significant differences in the effort and frustration level scales. In the mental, physical and temporal demand scales, the case group presented higher scores, without significant differences. Self-perceived performance was lower in the case group.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Carga mental]]></kwd>
<kwd lng="es"><![CDATA[entrenamiento simulado]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[material instruccional]]></kwd>
<kwd lng="es"><![CDATA[NASATLX]]></kwd>
<kwd lng="en"><![CDATA[Mental load]]></kwd>
<kwd lng="en"><![CDATA[simulation training]]></kwd>
<kwd lng="en"><![CDATA[nursing students]]></kwd>
<kwd lng="en"><![CDATA[instructional material]]></kwd>
<kwd lng="en"><![CDATA[NASA-TLX]]></kwd>
</kwd-group>
</article-meta>
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<surname><![CDATA[Di-Stasi]]></surname>
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<surname><![CDATA[Díaz-Jiménez]]></surname>
<given-names><![CDATA[N]]></given-names>
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<surname><![CDATA[Cabrera-Bermon]]></surname>
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<surname><![CDATA[Díaz-Iglesias]]></surname>
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<article-title xml:lang=""><![CDATA[Validation of the NASA-TLX Score in Ongoing Assessment of Mental Workload During a Laparoscopic Learning Curve in Bariatric Surgery]]></article-title>
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<year>2015</year>
<volume>25</volume>
<numero>12</numero>
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<page-range>2451-6</page-range></nlm-citation>
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</article>
