<?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>0864-0300</journal-id>
<journal-title><![CDATA[Revista Cubana de Investigaciones Biomédicas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cubana Invest Bioméd]]></abbrev-journal-title>
<issn>0864-0300</issn>
<publisher>
<publisher-name><![CDATA[ECIMED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0864-03002021000100021</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La COVID-19 y la formación científica de los estudiantes de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[COVID-19 and medical students&#8217; scientific training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-García]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casadelvalle Pérez]]></surname>
<given-names><![CDATA[Isis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urda-Bordoy]]></surname>
<given-names><![CDATA[Marco Octavio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yedra Díaz]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fortum Sampayo]]></surname>
<given-names><![CDATA[Thorvald]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mezquia de Pedro]]></surname>
<given-names><![CDATA[Natascha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas de La Habana Facultad de Ciencias Médicas Miguel Enríquez ]]></institution>
<addr-line><![CDATA[La Habana ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>40</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-03002021000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03002021000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03002021000100021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La enseñanza de pregrado en Medicina en Cuba se rige actualmente por el plan de estudios E, en el cual se define la función investigativa en el proceso de enseñanza; sin embargo, la investigación clínica no se ha logrado posicionar en el lugar que le corresponde. La escasa producción científica de los profesionales médicos es el resultado de una deficiencia en la formación científica de los mismos durante el proceso de enseñanza de pregrado, cuyas consecuencias se observan durante su desenvolvimiento profesional. La formación médica de pregrado es el momento idóneo para crear los cimientos del pensamiento científico. La formación de los estudiantes de medicina no puede ser óptima cuando es conducida por rutas pasivas de imitación. Es necesario aprender a convertir las experiencias en conocimiento, y la actual pandemia COVID-19 puede ser un elemento motivador en este sentido. Para analizar las causas de la escasa producción científica de los profesionales médicos hay que revisar con detalle las deficiencias que existen en la formación científica de nuestros estudiantes de pregrado. Esta pandemia nos ha demostrado que a los estudiantes se les puede motivar a investigar. Hay que aprovechar estos momentos para hacer modificaciones en el plan de estudios, que incluyan dedicarle un mayor tiempo a la enseñanza de las herramientas investigativas y vinculación a grupos de investigación donde desarrollen un pensamiento científico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Undergraduate medical studies in Cuba are currently governed by Curriculum E, which provides a definition of the role of research training in the learning process. However, clinical research has not managed to occupy the place it deserves. The scant scientific production of medical professionals stems from their poor undergraduate scientific training, whose consequences are visible in their professional performance. Undergraduate medical training is the ideal moment to lay the foundations for scientific thinking. Medical training will never be optimal if it is based on passive imitation. It is necessary to learn to transform experiences into knowledge, and the current COVID-19 pandemic may be a motivating factor in this respect. To analyze the reasons for the scant scientific production of medical professionals, detailed examination should be made of the deficiencies found in the scientific training of undergraduate students. The pandemic has shown that students may be motivated to do research. Occasions such as this should be used to make changes in the curriculum, allotting more time to the teaching of research tools and providing better links with research teams where scientific thinking may be developed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[investigación en salud, COVID-19]]></kwd>
<kwd lng="es"><![CDATA[preparación de pregrado]]></kwd>
<kwd lng="es"><![CDATA[formación científica]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[health research]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[undergraduate training]]></kwd>
<kwd lng="en"><![CDATA[scientific training]]></kwd>
</kwd-group>
</article-meta>
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