<?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>S0864-21412020000200014</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Consenso cultural y experiencias de asesoría en la práctica formativa de estudiantes de fisioterapia en Cali]]></article-title>
<article-title xml:lang="en"><![CDATA[Cultural consensus and experiences of advisory for the training practice of physiotherapy students from Cali]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Ramírez]]></surname>
<given-names><![CDATA[Esperanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ordoñez Hernández]]></surname>
<given-names><![CDATA[Cecilia Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calvo Soto]]></surname>
<given-names><![CDATA[Andrea Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peña Hernández]]></surname>
<given-names><![CDATA[Paula Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Santiago de Cali Facultad de Salud Programa de Fisioterapia]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Libre de Colombia  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412020000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412020000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412020000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  La práctica formativa se reconoce como el espacio donde los estudiantes articulan conocimientos, habilidades y destrezas con el conocimiento adquirido en los niveles básicos. En este proceso, la asesoría docente desempeña un papel muy importante.  Objetivo: Identificar el consenso cultural y las experiencias de los estudiantes universitarios en torno a la asesoría de práctica formativa en fisioterapia.  Métodos: Estudio cualitativo en el cual participaron 70 estudiantes. A 34 de ellos, de primer semestre de práctica, se les aplicó un listado libre de palabras para determinar el consenso cultural y a los 36 restantes, matriculados entre el octavo y el décimo semestres, se les convocó a la conformación de los grupos de discusión para conocer las experiencias de asesoría en práctica formativa. Los datos se analizaron a través del modelo de dominios culturales y el análisis de contenido.  Resultados:  El consenso cultural sobre práctica formativa en fisioterapia se fundamentó en las habilidades del asesor como el liderazgo, la ayuda, la empatía y el apoyo, las cuales valoraron muy positivamente. Mientras que las experiencias de asesoría en práctica formativa se relacionaron con el acompañamiento, la retroalimentación y el compañerismo de los asesores, valorados deficientemente.  Conclusiones:  El liderazgo, la empatía y el apoyo se reconocen como las principales competencias que debe tener un asesor de práctica formativa. El acompañamiento y la retroalimentación en la práctica deben permitir el desarrollo de destrezas y habilidades propias de la profesión, en un ejercicio de construcción colectiva entre el asesor y el estudiante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The training practice is recognized as the space for students to articulate knowledge, capabilities and skills with the knowledge acquired at the basic levels. In this process, professorial advisory plays a very important role.  Objective:  To identify cultural consensus and the experiences of university students about advisory of training practice in physiotherapy.  Methods:  Qualitative study carried out with the participation of 70 students. Thirty-four of them, from the first semester of practice, were applied a free list of words to determine cultural consensus, while the other 36 students, enrolled the semester from eighth to tenth, were summoned to gather in discussion groups to know the experiences of advising about training practice. The data were analyzed using the cultural domains model and content analysis.  Results:  The cultural consensus about training practice in physiotherapy was based on the advisor's skills such as leadership, help, empathy and support, which they valued very positively. Meantime, advisory experiences in training practice were related to accompaniment, feedback and companionship of the advisers, poorly valued.  Conclusions:  Leadership, empathy and support are recognized as the main competences of a training practice advisor. Accompaniment and feedback during the practice must allow the development of skills and capabilities typical of the profession, in an exercise of collective construction between advisor and student.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="es"><![CDATA[estudiante]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje profesional]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
<kwd lng="en"><![CDATA[student]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[professional learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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