<?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>S0864-03002024000100031</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias metodológicas interactivas de la educación virtual en medicina: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Interactive methodological strategies of virtual education in medicine: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Usquiano Vitela]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonzales Soto]]></surname>
<given-names><![CDATA[Víctor Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Ramos]]></surname>
<given-names><![CDATA[Jorge Guillermo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo Escuela de postgrado ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad De San Martín de Porres - FN Facultad de Medicina Humana ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>43</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-03002024000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03002024000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03002024000100031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La pandemia ocasionada por la COVID - 19, ha provocado un cambio radical en la educación, siendo una de las más afectadas la educación médica. Los programas de esta carrera han realizado cambios para mantener el plan de estudios, surgiendo la necesidad de implementar nuevas estrategias metodológicas que permitan el mejor desempeño del estudiante.  Objetivo: Describir estrategias metodológicas interactivas para la mejora de la práctica docente en el programa de medicina humana, teniendo en cuenta el contexto actual, a partir de evidencia publicada como resultado de investigaciones.  Métodos: Esta revisión sistemática está basada en evidencia publicada como resultado de investigaciones en las bases de datos SCOPUS, Scielo, Latindex y DOAJ. Se eligieron artículos que hayan sido publicados entre los años 2017 y 2021 de acceso gratuito y que estén escritos en inglés o español. El estudio permitirá de manera importante mejorar la práctica docente en los programas de medicina humana.  Desarrollo: En las tablas 1 y 2, son mostradas algunas estrategias metodológicas interactivas de la educación virtual (29,8%), que satisface las exigentes necesidades de la industria de la educación y con ayuda de la tecnología han transformado el sistema educativo en un modo en línea. De los resultados encontrados en la revisión de los artículos (tabla 3), se puede inferir que aplicar estrategias metodológicas donde exista una interacción activa entre el docente y alumno resultan beneficiosas en el aprendizaje.  Conclusiones: Se determinó que implementar las estrategias metodológicas interactivas como la simulación virtual, trabajo colaborativo, aula invertida y ambientes virtuales de aprendizaje en la formación del programa de medicina colabora de manera importante en el aprendizaje y estimulación del estudiante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: The pandemic caused by COVID - 19 has caused a radical change in education, one of the most affected being medical education. The programs of this career have made changes to maintain the study plan, arising the need to implement new methodological strategies that allow the best performance of the student.  Objective: Describe interactive methodological strategies for the improvement of teaching practice in the human medicine program, taking into account the current context, based on evidence published as a result of research.  Methods:  This systematic review is based on evidence published as a result of research in the SCOPUS, Scielo, Latindex and DOAJ databases. Articles that have been published between the years 2017 and 2021 with free access and that are written in English or Spanish were chosen. The study will significantly improve teaching practice in human medicine programs.  Development: In tables 1,2, some interactive methodological strategies of virtual education (29.8%) are shown, which satisfy the demanding needs of the education industry and with the help of technology have transformed the educational system into a mode in line. From the results found in the review of the articles (table 3), it can be inferred that applying methodological strategies where there is an active interaction between the teacher and student are beneficial in learning.  Conclusions: It was determined that implementing interactive methodological strategies such as virtual simulation, collaborative work, flipped classroom and virtual learning environments in the training of the medicine program contributes significantly to student learning and stimulation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias educativas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[medicina humana]]></kwd>
<kwd lng="en"><![CDATA[Educational strategies]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[human medicine]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<name>
<surname><![CDATA[Blanco Barbeito]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[García López]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Roque Pérez]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un nuevo entorno en la educación médica en tiempos pos-COVID-19]]></article-title>
<source><![CDATA[EDUMECENTRO]]></source>
<year>2022</year>
<volume>14</volume>
</nlm-citation>
</ref>
<ref id="B42">
<label>42</label><nlm-citation citation-type="">
<source><![CDATA[Bimodalidad en educación médica - Medicina Interna de México]]></source>
<year>2022</year>
</nlm-citation>
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</back>
</article>
