<?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>S0864-21412022000100016</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sobre la naturaleza del conocimiento médico y su enseñanza (Parte I)]]></article-title>
<article-title xml:lang="en"><![CDATA[About the nature of medical knowledge and teaching in the field (Part one)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vicedo Tomey]]></surname>
<given-names><![CDATA[Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miralles Aguilera]]></surname>
<given-names><![CDATA[Eva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas de La Habana Facultad de Ciencias Médicas &#8220;Victoria de Girón&#8221; ]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Ciencias Médicas de La Habana Facultad &#8220;Manuel Fajardo&#8221; Departamento de Ciencias Clínicas]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412022000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412022000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412022000100016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  En la actualidad persiste una discusión de larga data en cuanto al grado de especificidad de la educación médica en relación con la educación general. Se han postulado una serie de supuestos educativos propios que confieren características distintivas a la enseñanza de esta profesión. Tales peculiaridades, en el ámbito de la docencia, tienen sus raíces en la propia naturaleza del conocimiento médico y su práctica.  Objetivo:  Exponer la naturaleza del conocimiento médico y las especificidades de su enseñanza.  Posicionamiento del autor:  La formación del docente de medicina, con una perspectiva filosófica basada en la crítica de la experiencia y con enfoques epistemológicos de fondo, es una de las áreas críticas que debe recibir atención. Los saberes de carácter metacognitivo, en relación con la naturaleza del conocimiento médico y su enseñanza, deben formar parte tanto del conocimiento de los profesores de medicina como de los propios estudiantes.  Conclusiones:  La atención clínica de pacientes individuales representa la actividad más característica de la profesión médica. El proceso de diagnóstico constituye la piedra angular del razonamiento clínico. La autoexplicación, la reflexión estructurada, y las oportunidades de actividad clínica constituyen los fundamentos de una eficiente educación médica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  A long-standing discussion is still held nowadays concerning the degree of specificity of medical education with respect to general education. A series of educational assumptions have been postulated that confer distinctive characteristics to the teaching of the medical profession. In the field of teaching, such peculiarities are rooted in the very nature of medical knowledge and its practice.  Objective:  To expose the nature of medical knowledge and the specificities of teaching in the field.  Author's position:  The training of medical professors, with a philosophical perspective based on the critique of experience and epistemological approaches, is one of the critical areas that should receive attention. Knowledge of a metacognitive nature, in relation to the nature of medical knowledge and teaching in the field, should be part of both the knowledge of medical professors and students themselves.  Conclusions:  Clinical care of individual patients is an activity inherent to the medical profession. The diagnostic process is the cornerstone of clinical reasoning. Self-explanation, structured reflection and opportunities for clinical activity, are the foundations of efficient medical education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conocimiento médico]]></kwd>
<kwd lng="es"><![CDATA[proceso de diagnóstico]]></kwd>
<kwd lng="es"><![CDATA[razonamiento clínico]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
<kwd lng="en"><![CDATA[medical knowledge]]></kwd>
<kwd lng="en"><![CDATA[diagnostic process]]></kwd>
<kwd lng="en"><![CDATA[clinical reasoning]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
</kwd-group>
</article-meta>
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