<?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>1608-8921</journal-id>
<journal-title><![CDATA[Gaceta Médica Espirituana]]></journal-title>
<abbrev-journal-title><![CDATA[Gac Méd Espirit]]></abbrev-journal-title>
<issn>1608-8921</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Ciencias Médicas de Sancti Spíritus]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1608-89212022000300003</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Videoconferencias para residentes de Histología en la Universidad de Ciencias Médicas de Sancti Spíritus]]></article-title>
<article-title xml:lang="en"><![CDATA[Videoconferences to Histology residents at the Sancti Spíritus University of Medical Sciences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carpio Muñoz]]></surname>
<given-names><![CDATA[Emilio L.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Carmenate]]></surname>
<given-names><![CDATA[Ileana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Cisneros]]></surname>
<given-names><![CDATA[Adilet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Triana Toledo]]></surname>
<given-names><![CDATA[Yaneisy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peña Díaz]]></surname>
<given-names><![CDATA[José A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas  ]]></institution>
<addr-line><![CDATA[ Sancti Spíritus]]></addr-line>
<country>Cuba</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>24</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1608-89212022000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1608-89212022000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1608-89212022000300003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Fundamento:  No se conoce cómo aceptan los residentes de Histología la inclusión de un sistema de videoconferencias sobre la estructura microscópica del cuerpo humano en su estrategia de autoaprendizaje.  Objetivo:  Explorar en profundidad la experiencia de los residentes de Histología de la Universidad de Ciencias Médicas de Sancti Spíritus que utilizaron un sistema de videoconferencias para su formación profesional.  Metodología:  Estudio cualitativo en el que se realizó una entrevista a profundidad con los especialistas y residentes de Histología que han utilizado el sistema de videoconferencias en la Universidad de Ciencias Médicas de Sancti Spíritus. Se transcribieron las entrevistas, se codificaron y se seleccionaron los principales temas abordados.  Resultados:  Se entrevistaron 5 usuarios del sistema de videoconferencias; de la entrevista surgieron 5 temas: 1) Como los residentes insertan las videoconferencias en su estrategia de autoaprendizaje, 2) Preferencia de las videoconferencias sobre los libros de texto, 3) Aciertos y desaciertos de las videoconferencias, 4) ¿Qué aportan las videoconferencias a la formación del residente, ventajas y desventajas? y 5) Sugerencias para mejorar las videoconferencias.  Conclusiones:  Un sistema de videoconferencias sobre la estructura microscópica del cuerpo humano puede ocupar un papel protagónico en la estrategia de aprendizaje de residentes de Histología. La preferencia que muestran los residentes por las videoconferencias sobre otros medios didácticos puede estar asociada a la capacidad de la multimedia para disminuir la carga cognitiva y facilitar el aprendizaje cuando se siguen los principios de Mayer al elaborar estos medios. La presencia de imágenes digitales en estas videoconferencias fue clave para su aceptación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Background:  It is not known how Histology residents accept the inclusion of a videoconferencing system on the microscopic structure of the human body in their self-learning strategy.  Objective:  To explore to depth the experience of Histology residents at the Sancti Spíritus University of Medical Sciences who used a videoconferencing system for their professional training.  Methodology:  Qualitative study with in-depth interview was conducted with Histology specialists and residents who have used the videoconferencing system at the Sancti Spíritus University of Medical Sciences. The interviews were transcribed, coded and the main topics addressed were selected.  Results:  5 users of the videoconferencing system were interviewed; 5 themes emerged from the interview: 1) How residents insert videoconferences into their self-learning strategy, 2) Preference for videoconferences over textbooks, 3) Successes and failures of videoconferences, 4) What do videoconferences contribute to the training of the resident, advantages and disadvantages?, 5) Suggestions to improve videoconferences.  Conclusions:  A videoconferencing system on the microscopic structure of the human body can play a leading role in the learning strategy of Histology residents. The preference shown by residents for videoconferencing over other teaching media may be associated with the ability of multimedia to reduce cognitive load and facilitate learning when Mayer's principles are followed to developing these media. The presence of digital images in these videoconferences was essential to their acceptance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnologías de la información y las comunicaciones]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[formación de residentes]]></kwd>
<kwd lng="es"><![CDATA[comunicación por videoconferencia]]></kwd>
<kwd lng="es"><![CDATA[histología]]></kwd>
<kwd lng="es"><![CDATA[educación de posgrado en medicina y métodos]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[grabación en video y métodos]]></kwd>
<kwd lng="en"><![CDATA[Information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[resident training]]></kwd>
<kwd lng="en"><![CDATA[videoconferencing]]></kwd>
<kwd lng="en"><![CDATA[histology]]></kwd>
<kwd lng="en"><![CDATA[education medical graduate and methods]]></kwd>
<kwd lng="en"><![CDATA[education higher]]></kwd>
<kwd lng="en"><![CDATA[video recording and methods]]></kwd>
</kwd-group>
</article-meta>
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