<?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>0864-2141</journal-id>
<journal-title><![CDATA[Educación Médica Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Educ Med Super]]></abbrev-journal-title>
<issn>0864-2141</issn>
<publisher>
<publisher-name><![CDATA[Centro Nacional de Información de Ciencias MédicasEditorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0864-21412019000200003</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estilos de aprendizaje en estudiantes de Medicina de la Universidad Walter Sisulu de Sudáfrica]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Styles in Medical Students from Walter Sisulu University in South Africa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández Regalado]]></surname>
<given-names><![CDATA[Raúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas de La Habana Instituto de Ciencias Básicas y Preclínicas &#8220;Victoria de Girón&#8221; ]]></institution>
<addr-line><![CDATA[La Habana ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412019000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412019000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412019000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: Kolb establece, según sus concepciones teóricas sobre el aprendizaje, que existen cuatro estilos o patrones diferentes de aprender: activo, reflexivo, teórico y pragmático.  Objetivo:  Identificar los estilos fundamentales del aprendizaje de los estudiantes de la carrera de Medicina de la Universidad Walter Sisulu de Sudáfrica.  Métodos:  Del universo de 118 alumnos, la muestra quedó constituida por 72 estudiantes de ambos sexos, matriculados en el primer año de la carrera de Medicina de la Universidad Walter Sisulu de Sudáfrica. A los alumnos involucrados se les aplicó el cuestionario de Honey-Alonso de 80 preguntas. El análisis estadístico de los resultados se realizó mediante el programa SPSS, con el empleo de estadísticos descriptivos, técnicas de análisis de varianza, un modelo lineal general y análisis de cluster. A partir de los resultados se calculó un índice de las preguntas respondidas positivamente con respecto al total de preguntas correspondientes a cada estilo.  Resultados:  Teniendo en cuenta los resultados del cuestionario de Honey-Alonso, se calculó un índice de las preguntas respondidas positivamente con respecto al total correspondiente a cada estilo. El índice del estilo activo fue de 0,56, menor significativamente (p &lt; 0,05) que el resto y no hubo diferencias significativas entre los otros estilos en estos estudiantes, ni tampoco en cuanto al sexo.  Conclusiones:  Los estilos teórico, reflexivo y pragmático fueron más frecuentes en estudiantes universitarios de Medicina sin diferencias por sexo, y las comparaciones con estudiantes de años superiores en esta misma carrera, o de otras facultades de Medicina, pudieran ser de gran interés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Kolb establishes, according to his theoretical conceptions of learning, that there are four different learning styles or patterns: active, reflexive, theoretical, and pragmatic.  Objective:  To identify the fundamental learning styles of the medical students at Walter Sisulu University in South Africa.  Methods:  From the study population of 118 students, the sample was made up by 72 students of both sexes, enrolled in the first academic year of the medical major at Walter Sisulu University in South Africa. The 80-item Honey-Alonso questionnaire was applied to the students involved. The statistical analysis of the results was performed using the SPSS program, with the use of descriptive statistics, analysis of variance techniques, a general linear model, and cluster analysis. From the results, an index of the questions responded positively with respect to the total number of questions corresponding to each style was calculated.  Results:  Taking into account the results of the Honey-Alonso questionnaire, an index of the questions responded positively with respect to the total corresponding to each style was calculated. The active style index was 0.56, significantly lower (p&lt;0.05) than the rest and there were no significant differences between the other styles in these students, nor in terms of sex.  Conclusions:  The theoretical, reflexive and pragmatic styles were more frequent in medical university students without differences by sex, and comparisons with students of higher years in this same career, or other medical faculties, could be of great interest.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estilos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[teoría de Kolb]]></kwd>
<kwd lng="es"><![CDATA[cuestionario de Honey-Alonso]]></kwd>
<kwd lng="es"><![CDATA[teoría del aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[learning styles]]></kwd>
<kwd lng="en"><![CDATA[Kolb&#8217;s theory]]></kwd>
<kwd lng="en"><![CDATA[Honey-Alonso questionnaire]]></kwd>
<kwd lng="en"><![CDATA[leaning theory]]></kwd>
</kwd-group>
</article-meta>
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