<?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[REMS]]></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>S0864-21412022000400011</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gamificación en educación médica: un aporte para fortalecer los procesos de formación]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification in medical education: a contribution to strengthen training processes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimienta]]></surname>
<given-names><![CDATA[Samuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boude]]></surname>
<given-names><![CDATA[Oscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana Facultad de Educación ]]></institution>
<addr-line><![CDATA[ Chía]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412022000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412022000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412022000400011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  &#8220;Gamificación&#8221; no es un término usado con frecuencia en educación médica, debido a la percepción clásica con la que se desarrollan los procesos pedagógicos en este campo. Sin embargo, el solo hecho de competir por obtener una calificación para completar los requisitos de una asignatura, inconscientemente agrega elementos de gamificación.  Objetivo:  Determinar los factores tomados en cuenta para gamificar una clase o asignatura en la educación médica.  Métodos:  Se desarrolló una revisión sistemática de la literatura de educación médica, publicada entre 2013 y 2021 en Scopus, Pubmed y SciELO, que hiciera referencia a la integración de la gamificación en los procesos de formación.  Resultados:  En todos los artículos se observaron ventajas de la implementación pedagógica, las cuales se agrupan en el desarrollo de las competencias individuales intrínsecas de los estudiantes, los logros pedagógicos obtenidos y las habilidades conseguidas gracias al trabajo en equipo. También se reportaron desventajas, representadas en la amplia necesidad de recursos, el uso inadecuado de la gamificación y las dificultades para investigar los efectos de la gamificación.  Conclusiones:  Los resultados mencionados dependen de la planificación utilizada por el docente, pues elementos como la instrucción, la asignatura, la modalidad, la forma de trabajo y la tecnología a utilizar, determinan las ventajas que se obtengan de esta intervención pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  &#8220;Gamification&#8221; is not a term frequently used in medical education, due to the classical perception with which pedagogical processes are developed in this field. However, the mere fact of competing to obtain a grade to complete the requirements of a subject, unconsciously adds elements of gamification.  Objective:  To determine the factors taken into account to gamify a class or subject in medical education.  Methods:  A systematic review of the literature on medical education, published between 2013 and 2021 in Scopus, Pubmed and SciELO, referring to the integration of gamification in training processes was developed.  Results:  In all the articles, advantages of the pedagogical implementation were observed, which are grouped in the development of students' intrinsic individual competencies, the pedagogical achievements obtained and the skills achieved thanks to teamwork. Disadvantages were also reported, represented in the extensive need for resources, the inadequate use of gamification and the difficulties in investigating the effects of gamification.  Conclusions:  The results mentioned depend on the planning used by the teacher, since elements such as instruction, subject, modality, form of work and the technology to be used, determine the advantages obtained from this pedagogical intervention.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y la comunicación]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
</kwd-group>
</article-meta>
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