<?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[REMS]]></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>S0864-21412022000400002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Bioseguridad y autocuidado: prioridad en la formación universitaria en momentos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Biosafety and self-care: a priority in university training during pandemic times]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vélez Álvarez]]></surname>
<given-names><![CDATA[Consuelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pico Merchán]]></surname>
<given-names><![CDATA[María Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaramillo Ángel]]></surname>
<given-names><![CDATA[Claudia Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escobar Potes]]></surname>
<given-names><![CDATA[María del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412022000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412022000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412022000400002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  La bioseguridad y el autocuidado son dos prácticas importantes en el proceso de formación. Estas deben reforzarse permanentemente, ya que se relacionan de manera directa no solo con el riesgo de infecciones, sino con la calidad de la atención.  Objetivo:  Identificar la evidencia científica sobre los procesos de formación en bioseguridad y autocuidado en el marco de la pandemia.  Métodos:  Se hizo una revisión de la literatura científica publicada entre 2016 y 2020 sobre medidas de bioseguridad y autocuidado. La búsqueda se realizó en español, inglés y portugués, en la Biblioteca Virtual en Salud, Pubmed, Science Direct y el motor de búsqueda de Google Académico. Se aplicó la metodología PRISMA y se evaluaron en total 25 artículos científicos.  Resultados:  El año 2020 tuvo mayor frecuencia. La generalidad de los estudios se realizó en el contexto universitario en programas de salud. La higiene de las manos y el uso de guantes fueron las medidas de bioseguridad más informadas; mientras que las medidas de precaución se conocen e implementan. Las publicaciones denotan moderado conocimiento en cuanto a prevención de factores de riesgos biológicos, especialmente en prácticas clínicas.  Conclusiones:  En los procesos de formación debe tenerse en cuenta la relevancia de reforzar las medidas de bioseguridad y autocuidado para favorecer el ejercicio profesional. Es importante diseñar y repensar estos procesos, tanto en docentes como estudiantes, a través de nuevos métodos y cambios curriculares. La salud mental puede verse afectada no solo por la situación, sino por desconocimiento, miedo a infectarse y sobrecarga laboral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Biosafety and self-care are two important practices in the training process. These should be permanently reinforced, since they are directly related not only to the risk of infections, but also to the quality of care.  Objective:  To identify the scientific evidence on the biosafety and self-care training processes in the context of the pandemic.  Methods:  A review of the scientific literature published between 2016 and 2020 on biosafety and self-care measures was carried out. The search was performed in Spanish, English and Portuguese, in the Virtual Health Library, PubMed, Science Direct, and the Google Scholar search engine. The PRISMA methodology was applied and a total of 25 scientific articles were assessed.  Results:  The year 2020 had the highest frequency. Most of the studies were carried out in the university context in health programs. Hand hygiene and glove-wearing were the most reported biosafety measures, while warning measures are known and implemented. The publications are indicative of moderate knowledge regarding prevention of biological risk factors, especially in clinical practices.  Conclusions:  The relevance of reinforcing biosafety and self-care measures to favor professional practice should be taken into account in training processes. It is important to design and rethink these processes, both in professors and students, through new methods and curricular changes. Mental health may be affected not only by the situation, but also by ignorance, fear of infection and work overload.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bioseguridad]]></kwd>
<kwd lng="es"><![CDATA[contención de riesgos biológicos]]></kwd>
<kwd lng="es"><![CDATA[exposición a agentes biológicos]]></kwd>
<kwd lng="es"><![CDATA[autocuidado]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[pandemias]]></kwd>
<kwd lng="en"><![CDATA[biosafety]]></kwd>
<kwd lng="en"><![CDATA[biological risk contentions]]></kwd>
<kwd lng="en"><![CDATA[exposure to biological agents]]></kwd>
<kwd lng="en"><![CDATA[self-care]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[pandemics]]></kwd>
</kwd-group>
</article-meta>
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