<?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>S0864-21412021000200008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje significativo de bioseguridad a través de infografías interactivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Meaningful learning about biosafety through interactive infographics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-López]]></surname>
<given-names><![CDATA[Mónica María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana Facultad de Medicina Grupo de Educación Médica para Ciencias de la Salud]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412021000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412021000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412021000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La implementación de diversos recursos interactivos en el aula fomenta nuevas estrategias educativas y edifica experiencias innovadoras entre docentes y estudiantes. En este sentido, la infografi&#769;a, como objeto de aprendizaje, complementa el contenido disponible en los entornos virtuales y genera ambientes de aprendizaje reflexivos, cooperativos y autónomos.  Objetivo:  Identificar las apreciaciones, actitudes, experiencias y perspectivas en relación con el aprendizaje significativo de bioseguridad mediante el uso de infografías.  Métodos:  Se realizó un estudio cualitativo a través de la técnica de grupos focales. Se preparó un guion entorno a las inquietudes obtenidas a partir de la retroalimentación y se formularon varias preguntas que fueron grabadas en audio. Para el análisis del discurso se definieron categorías básicas, las cuales se ajustaron conforme se revisaron los testimonios, según el método de la teoría fundamentada. Una vez identificadas las categorías se procedió a &#8220;triangular&#8221; el objetivo, los documentos y los estudios previos.  Resultados:  Se integró y analizó el contenido de la transcripción de los grupos focales. Se construyeron cuatro categorías básicas, que abarcaron la comprensión del estudiante con respecto a la función formativa del proceso, el empoderamiento de los estudiantes, el manejo de conflictos y algunas sugerencias de mejora desde la perspectiva del estudiante.  Conclusiones: La técnica de grupos focales resultó una herramienta valiosa para conocer el desarrollo de nuevos contenidos digitales, a través de las infografias como una estrategia didáctica, evidente en procesos educativos dinámicos, flexibles, participativos y motivadores, que impulsan el aprendizaje significativo, el trabajo colaborativo y el pensamiento crítico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Implementation of various interactive resources in the classroom encourages new educational strategies and builds innovative experiences among professors and students. In this respect, infographics, as a learning object, complements the content available in virtual environments and generates reflective, cooperative and autonomous learning environments.  Objective:  To identify appreciations, attitudes, experiences and perspectives regarding the meaningful learning of biosafety through the use of infographics.  Methods:  A qualitative study was carried out using the focus group technique. A script was prepared based on the concerns obtained from feedback, several questions were formulated and, later on, the answers were recorded on audio. For discourse analysis, basic categories were defined and adjusted as the testimonies were reviewed, based on the grounded theory method. Once the categories were identified, the objective, the documents and the previous studies were triangulated.  Results:  The contents of the focus groups&#8217; transcript were integrated and analyzed. Four basic categories were constructed, which included students' understanding of the formative function of the process, students&#8217; empowerment, management of conflicts, and some suggestions for improvement based on the students&#8217; perspective.  Conclusions:  The focus group technique was a valuable tool for learning about the development of new digital content, through infographics as a didactic strategy, a fact evident in dynamic, flexible, participatory and motivating educational processes that promote meaningful learning, collaborative work and critical thinking.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[infografía]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[innovación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[grupos focales]]></kwd>
<kwd lng="en"><![CDATA[infographics]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[innovation]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[focus groups]]></kwd>
</kwd-group>
</article-meta>
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