<?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>0864-2141</journal-id>
<journal-title><![CDATA[Educación Médica Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Educ Med Super]]></abbrev-journal-title>
<issn>0864-2141</issn>
<publisher>
<publisher-name><![CDATA[Centro Nacional de Información de Ciencias MédicasEditorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0864-21412020000200021</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La eEnseñanza de lar anatomía microscópica sin microscopios]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of microscopic anatomy without microscopes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carpio Muñoz]]></surname>
<given-names><![CDATA[Emilio Carpio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas de Sancti Spíritus  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>, Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412020000200021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412020000200021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412020000200021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  Tradicionalmente, las clases prácticas con microscopios ópticos y láminas histológicas han sido el método principal para la enseñanza de la anatomía microscópica a los estudiantes de medicina. En este artículo se propone un cambio de paradigma.  Objetivo: Ofrecer argumentos que propicien el debate sobre la conveniencia de enseñar anatomía microscópica a estudiantes de medicina prescindiendo de microscopios ópticos, láminas histológicas y clases prácticas en laboratorios de microscopía. Objetivo:  Revisar Discutir los argumentos que avalaen la conveniencia de enseñar anatomía microscópica a estudiantes de medicina sin microscopios ópticos, láminas histológicas ni clases prácticas en laboratorios de microscopía.  Desarrollo:  Se propone otorgar un lugar protagónico a los dispositivos móviles, a través de los cuales el estudiante podrá gestionar su aprendizaje e interactuar con los medios de enseñanza y el profesor. Las imágenes digitales de preparaciones histológicas que representen diferentes métodos de estudio y microscopios (microscopía óptica, microscopía electrónica, inmunofluorescencia, etcétera), serán esenciales para el aprendizaje. Una actividad docente tipo seminario y no las clases prácticas tradicionales con microscopios ópticos y láminas histológicas resultaría la forma docente más adecuada; de este modo se propiciarían el intercambio y el debate, teniendo como base imágenes digitales que serán proyectadas en una pantalla para favorecer la explicación y la discusión de los contenidos. Se ofrecen 10 argumentos que respaldan la racionalidad de la propuesta.  Conclusiones:  Los argumentos a favor de enseñar histología sin con microscopios ópticos, láminas histológicas y prácticas en el laboratorio de microscopía constituyen han constituido la base para la enseñanza de sus contenidos durante años, pero el desarrollo de las TIC pudiera hacerlos innecesarios. Este cambio de paradigma debe ser sometido primero a pruebas empíricas y a un debate teórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Traditionally, hands-on classes with optical microscopes and histological laminae have been the primary method for teaching Microscopic Anatomy to medical students. In this article, we proposed a paradigm shift.  Objective:  To discuss review the foundations that support the convenience of teaching Microscopic Anatomy to medical students without optical microscopes, histological laminae, or hands-on classes in microscopy laboratories.  Development:  It is proposed to give a leading role to mobile devices, through which students can manage their learning and interact with the teaching media and with the teacher. Digital images of histological preparations representing different study methods and microscopes (optical microscopy, electron microscopy, immunofluorescence, etc.) will be essential for learning. A seminar-type teaching activity and not the traditional hands-on classes with optical microscopes and histological laminae would be the most suitable teaching form. In this way, exchange and debate would be fostered, based on digital images that will be projected on a screen in order to favor the explanation and discussion of the contents. Ten arguments are offered to support the rationality of the proposal.  Conclusions:  The arguments in favor of teaching Histology using optical microscopes, histological laminae, and microscopy laboratory practices have been the basis for teaching its contents in every year, but the development of information and communication technologies could make them unnecessary. This paradigm shift must first undergo empirical testing and theoretical debate.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación médica;]]></kwd>
<kwd lng="es"><![CDATA[histología;]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[medical education;]]></kwd>
<kwd lng="en"><![CDATA[Histology;]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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