<?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>1727-897X</journal-id>
<journal-title><![CDATA[MediSur]]></journal-title>
<abbrev-journal-title><![CDATA[Medisur]]></abbrev-journal-title>
<issn>1727-897X</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Ciencias Médicas de Cienfuegos, Centro Provincial de Ciencias Médicas, Provincia de Cienfuegos.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1727-897X2023000601147</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de profesores y estudiantes acerca de la utilización del portafolios en la asignatura Prevención en Salud]]></article-title>
<article-title xml:lang="en"><![CDATA[Professors and students&#8217; perceptions about the use of the portfolio in the Prevention in Health subject]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zabala Enrique]]></surname>
<given-names><![CDATA[Bárbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Bouza]]></surname>
<given-names><![CDATA[Natasha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Medina]]></surname>
<given-names><![CDATA[José Demián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Martínez]]></surname>
<given-names><![CDATA[Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Núñez]]></surname>
<given-names><![CDATA[Rubén Darío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Enríquez Corona]]></surname>
<given-names><![CDATA[Ileana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas de Cienfuegos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</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>21</volume>
<numero>6</numero>
<fpage>1147</fpage>
<lpage>1152</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1727-897X2023000601147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1727-897X2023000601147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1727-897X2023000601147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Fundamento: en el ámbito de la pedagogía universitaria, el modelo docente adopta una nueva visión, el aprendizaje desarrollador y la evaluación educativa; en este contexto ha surgido, en los últimos años, el portafolios.  Objetivo  valorar la percepción de profesores y estudiantes sobre la utilización del portafolio como herramienta de aprendizaje en la asignatura Prevención en Salud.  Métodos:  investigación educacional, realizada en la Universidad de Ciencias Médicas de Cienfuegos en el primer período del curso 2022, sobre un universo constituido por el total de estudiantes de segundo año que cursaron la asignatura y los profesores que fungieron como tutores. La muestra fue seleccionada al azar, 64 estudiantes y 36 profesores, que aceptaron participar en la investigación respetando los principios éticos. Se empleó la técnica de la entrevista, se diseñó un cuestionario semiestructurado para explorar la opinión de estudiantes y profesores.  Resultados:  los docentes consideraron de utilidad el portafolio para el aprendizaje, al permitir objetivar y documentar las competencias, logrando dinamismo y estímulo para la reflexión; alegaron inconformidad en la evaluación refiriendo que requiere de mucho tiempo. Los estudiantes recibieron orientaciones sobre el portafolio, que les permitieron prepararse para su profesión, organizarse y autoevaluarse. Como debilidad destacaron la laboriosidad al considerarlo estresante, refiriéndose a la responsabilidad y al tiempo disponible e insuficiente motivación que brindan los tutores.  Conclusiones: el portafolio es un instrumento centrado en el aprendizaje de competencias, con participación del estudiante y un tipo de evaluación que estimula la responsabilidad aplicando los conocimientos de la vida real en la práctica médica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Foundation: in the university pedagogy field, the teaching model adopts a new vision: developer learning and educational evaluation; in this context, the portfolio has emerged in recent years.  Objective: to assess the perception of teachers and students about the use of the portfolio as a learning tool in the Health Prevention subject.  Methods: educational research, at the Cienfuegos Medical Sciences University in the first period of the 2022 academic year, a universe made up of the total number of second-year students who took the subject and the professors who served as tutors. The sample was randomly selected, 64 students and 36 teachers, who agreed to participate in the research respecting ethical principles. The interview technique was used, a semi-structured questionnaire was designed, exploring the opinion of students and teachers.  Results: the teachers considered the portfolio useful for learning, as it allowed objectifying and documenting the competencies, achieving dynamism and stimulating reflection, they claimed disagreement in the evaluation, stating that it requires a lot of time. The students received guidance on the portfolio, which allowed them to prepare for their profession, organize and self-evaluate. As a weakness, they highlighted industriousness, considering it stressful, referring to the responsibility and the time available and insufficient motivation provided by the tutors.  Conclusions: the portfolio is an instrument focused on learning competencies, with student participation and a type of evaluation that stimulates responsibility by applying real-life knowledge in medical practice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación educacional]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[educational measurement]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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