<?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>1029-3019</journal-id>
<journal-title><![CDATA[MEDISAN]]></journal-title>
<abbrev-journal-title><![CDATA[MEDISAN]]></abbrev-journal-title>
<issn>1029-3019</issn>
<publisher>
<publisher-name><![CDATA[Centro Provincial de Información de Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1029-30192023000600016</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación investigativa de docentes universitarios para el aprendizaje sincrónico durante la covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Investigative training of university professors for the synchronous learning during covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Argota Pérez]]></surname>
<given-names><![CDATA[George]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Doroteo Neyra]]></surname>
<given-names><![CDATA[Pedro Félix]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yallico Calmett]]></surname>
<given-names><![CDATA[Ramiro Madonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Córdova Salas]]></surname>
<given-names><![CDATA[Carlos Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magallanes Magallanes]]></surname>
<given-names><![CDATA[Jorge Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigaciones Avanzadas y Formación Superior en Educación, Salud y Medio Ambiente AMTAWI  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>6</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1029-30192023000600016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1029-30192023000600016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1029-30192023000600016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  Las capacitaciones permanentes durante la pandemia posibilitaron el aprendizaje en la educación superior.  Objetivo:  Describir la formación investigativa y la función pedagógica en docentes universitarios desde la complejidad psicosocial del aprendizaje sincrónico durante la covid-19.  Métodos:  Se efectuó un estudio desde julio del 2020 hasta febrero del 2022 en la Universidad Nacional San Luis Gonzaga de Ica, en Perú. La formación investigativa consistió en 2 modalidades: talleres de formación y cursos de posgrado, y se registró la participación de las áreas académicas de ciencias de la salud, ingenierías y letras y humanidades. Se describió mediante un dendrograma la función pedagógica entre dos grupos de profesores (con asistencia permanente o no).  Resultados:  En los talleres de formación, 52,0 % de los asistentes correspondió al área académica de ciencias de la salud, 35,0 % a letras y humanidades y 13,0 % a ingenierías; mientras la participación activa fue de 22,2 % en ingeniería, 8,9 % en ciencias de la salud y 4,1 % en letras y humanidades. En cambio, el porcentaje para los cursos de posgrado fue de 41,0 en ciencias de la salud, 30,0 en letras y humanidades y 29,0 en ingenierías, con participación activa de 6, 4 y 3 docentes, respectivamente. No hubo diferencias significativas en la evaluación interna entre los cursos de posgrado (p&lt;0,00915).  Conclusiones:  La asistencia fue menor en los cursos de posgrado al ser más riguroso el proceso de aprendizaje; sin embargo, fue mayor la participación activa. Existió mayor similitud en la función pedagógica cuando la asistencia fue permanente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Ongoing trainings during the covid-19 pandemic enabled learning in higher education.  Objective:  To describe the investigative training and pedagogical function in university professors from the psychological complexity of synchronous learning during covid-19.  Methods:  A study was carried out from July, 2020 to February, 2022, at San Luis Gonzaga National University in Ica, Peru. The investigative training consisted of two modalities: training workshops and postgraduates courses. Participation was recorded in the academic areas of health sciences, engineering and arts and humanities. A dendrogram was used to describe the pedagogical function between two groups of university professors (those who had permanent attendance and those who did not).  Results:  In the training workshops, 52.0% of the participants corresponded to the academic area of health sciences, 35.0% to arts and humanities and 13.0% to engineering; while active participation was 22.2% in engineering, 8.9% in health sciences and 4.1% in arts and humanities. On the other hand, the percentage for graduate courses was 41.0 in health sciences, 30.0 in arts and humanities, and 29.0 in engineering, with active participation of 6, 4 and 3 professors, respectively. There were no significant differences in the internal evaluation between the postgraduate courses (p&lt;0.00915). The dendrogram indicated greater similarity in university professors with permanent attendance.  Conclusions:  There was lower attendance in postgraduates courses as the learning process was more rigorous and demanding; however, active participation was higher. There was greater similarity in the pedagogical function when attendance was permanent.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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