<?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>0138-6557</journal-id>
<journal-title><![CDATA[Revista Cubana de Medicina Militar]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cub Med Mil]]></abbrev-journal-title>
<issn>0138-6557</issn>
<publisher>
<publisher-name><![CDATA[Centro Nacional de Información de Ciencias MédicasEditorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0138-65572022000200007</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de la virtualización de la educación médica en el rendimiento académico en 2020]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of virtualization of medical education on academic performance in 2020]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garlisi-Torales]]></surname>
<given-names><![CDATA[Luciana Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonzalez]]></surname>
<given-names><![CDATA[Juan Adrián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herman-Kaspari]]></surname>
<given-names><![CDATA[Carmen Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aveiro-Róbalo]]></surname>
<given-names><![CDATA[Telmo Raul]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valladares-Garrido]]></surname>
<given-names><![CDATA[Mario J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Pacífico  ]]></institution>
<addr-line><![CDATA[ Asunción]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Continental  ]]></institution>
<addr-line><![CDATA[ Lima]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>51</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0138-65572022000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0138-65572022000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0138-65572022000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  La declaración de la pandemia en marzo del 2020 ha obligado a las universidades del mundo a adaptarse a una nueva metodología basada totalmente en la virtualidad.  Objetivo:  Identificar el impacto generado por la virtualización de la educación en el rendimiento académico de estudiantes de medicina en el año 2020.  Métodos:  Estudio observacional, descriptivo de corte transversal. Los datos del rendimiento académico de los estudiantes del cuarto y quinto curso de los años 2019 y 2020 fueron obtenidos de manera anónima de la base de datos de la universidad. La información recolectada fue ingresada en Excel y analizada en EpiInfo; las variables cualitativas se expresaron como frecuencia absoluta y relativa, las continuas como media y desviación estándar.  Resultados:  En el cuarto año en cuanto a la asignatura farmacología, el porcentaje promedio durante el año 2020 fue del 80 %, en semiología quirúrgica 87,3 % y en semiología médica 87,9 %. En el quinto año en cuanto a la asignatura ginecología y obstetricia el porcentaje promedio durante el año 2020 fue del 92 %, en pediatría 74,7 % y en clínica médica 89,6 %.  Conclusión:  Hay importante impacto generado por la virtualización de la educación en el rendimiento académico de estudiantes de medicina en el año 2020, en comparación con el año 2019.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The declaration of the pandemic in March 2020 has forced the world's universities to adapt to a new methodology based entirely on virtuality.  Objective:  To identify the impact generated by the virtualization of education on the academic performance of medical students in 2020.  Methods:  An observational, descriptive study with a cross-sectional. The data of the academic performance of the students of the fourth and fifth years of the years 2019 and 2020 were obtained anonymously from the university's database. The data were entered in Excel and analyzed by EpiInfo; qualitative variables were expressed as absolute and relative frequency, continuous ones as mean and standard deviation. The chi square test was used at a significance level of 0,05 to establish associations between variables.  Results: In the fourth year regarding the pharmacology subject, the average percentage during 2020 was 80 %, in surgical semiology 87.3 % and in medical semiology 87.9 %. In the fifth year in terms of gynecology and obstetrics, the average percentage during 2020 was 92 %, in pediatrics 74.7 % and in medical clinic 89.6 %.  Conclusion: There was a significant impact generated by the virtualization of education on the academic performance of medical students in 2020 compared to 2019.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
</kwd-group>
</article-meta>
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