<?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>S1608-89212023000300011</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Satisfacción de los estudiantes de Medicina con la modalidad de aula invertida en la asignatura Células, tejidos y sistema tegumentario]]></article-title>
<article-title xml:lang="en"><![CDATA[Satisfaction of medical students with the inverted classroom modality in subject cells, tissues and integumentary system]]></article-title>
</title-group>
<contrib-group>
<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[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[Triana Toledo]]></surname>
<given-names><![CDATA[Yaneisy]]></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[Peña]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marrero Reyes]]></surname>
<given-names><![CDATA[Yunia]]></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[ Sancti Spíritus]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Investigador Independiente, Long Island  ]]></institution>
<addr-line><![CDATA[ New York]]></addr-line>
<country>Estados Unidos</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>25</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1608-89212023000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1608-89212023000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1608-89212023000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Fundamento:  La modalidad de aprendizaje aula invertida se utiliza en la educación médica superior en todo el mundo; es necesario conocer cómo esta modalidad pueda ser aceptada por los estudiantes de Medicina en Cuba.  Objetivo:  Determinar el nivel de satisfacción de los estudiantes de Medicina de 1.er año sobre la experiencia de aula invertida en la asignatura Células, tejidos y sistema tegumentario.  Métodos:  El estudio se realizó en la Universidad de Ciencias Médicas de Sancti Spíritus, durante el curso 2019-2020. Fue un estudio transversal mixto (cuantitativo mediante encuesta y cualitativo mediante grupos focales) con estudiantes de 1.er año de Medicina que utilizaron la modalidad de aula invertida en la asignatura Células, tejidos y sistema tegumentario. La encuesta midió la variable satisfacción mediante una escala Likert. Los grupos focales exploraron en profundidad los aspectos abordados en la encuesta.  Resultados:  Se encuestaron 276 estudiantes (76.4 %). El 76.8 % de los encuestados expresaron su satisfacción con la experiencia del aula invertida (respondieron de acuerdo/muy de acuerdo) y el 79.7 % manifestaron preferir las videoconferencias a las conferencias tradicionales. Los estudiantes mostraron gran satisfacción por las videoconferencias y valoraron su importancia para el aprendizaje. Estos datos fueron corroborados por las opiniones en los grupos focales.  Conclusiones:  Los estudiantes mostraron satisfacción y preferencia por el aula invertida en la enseñanza tradicional. Las videoconferencias, elaboradas siguiendo los principios de Mayer y ajustadas a los objetivos de aprendizaje, resultan un recurso altamente valorado por los estudiantes y muy pertinente para la educación médica en Cuba.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Background:  The inverted classroom learning modality is used in superior medical education worldwide; it is necessary of knowing how this modality can be accepted by medical students in Cuba.  Objective: To determine the satisfaction level of 1st year medical students about the inverted classroom experience in the subject cells, tissues and integumentary system.  Methodology:  The study was conducted at the Sancti Spíritus Medical Sciences University, during the 2019-2020 school term. It was a mixed cross-sectional study (quantitative through survey and qualitative through focal groups) with 1st year medical students who utilized the inverted classroom modality in the subject cells, tissues and integumentary system. The survey measured the satisfaction variable using a Likert scale. The focal groups deeply explored the aspects covered in the survey.  Results:  276 students (76.4%) were surveyed. 76.8% of interviewees expressed satisfaction with the inverted classroom experience ("agree/very much agree") and 79.7% claimed to prefer videoconferences instead of traditional conferences. The students showed great satisfaction for the videoconferences and valued its importance for learning. These data were corroborated by the opinions in the focal groups.  Conclusions:  Students showed satisfaction and preference for the inverted classroom over traditional teaching. Videoconferences, elaborated following the principles of Mayer and adjusted to the learning objectives, result in a highly valued resource by the students and very pertinent for medical education in Cuba.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aula invertida]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de Medicina]]></kwd>
<kwd lng="es"><![CDATA[educación médica y métodos]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[multimedia]]></kwd>
<kwd lng="es"><![CDATA[comunicación por videoconferencia]]></kwd>
<kwd lng="en"><![CDATA[Flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[students medical]]></kwd>
<kwd lng="en"><![CDATA[education medical and methods]]></kwd>
<kwd lng="en"><![CDATA[education higher]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[multimedia]]></kwd>
<kwd lng="en"><![CDATA[videoconferencing]]></kwd>
</kwd-group>
</article-meta>
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