<?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>S0864-21412023000300009</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las competencias emocionales en la formación médica: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional Competences in Medical Training: A Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galarza López]]></surname>
<given-names><![CDATA[Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borroto Cruz]]></surname>
<given-names><![CDATA[Eugenio Radamés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Contino]]></surname>
<given-names><![CDATA[Cindy Giselle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Gregorio de Portoviejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>37</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412023000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412023000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412023000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  El progreso de la medicina contrasta con prevalecientes estigmas de deshumanización en la práctica médica y en la relación médico-paciente, que refuerza la necesidad de sustentar la formación médica sobre la base de la educación emocional y el desarrollo de competencias para el manejo de las emociones.  Objetivo:  Exponer la importancia de la educación emocional y la adquisición de competencias emocionales en la formación médica.  Métodos:  Se realizó una revisión sistemática exploratoria, que empleó Web of Science y Scopus como fuentes de información de los trabajos publicados entre 2012 y 2022. La búsqueda estuvo basada en el estudio de las variables: educación emocional, competencias emocionales y formación médica.  Resultados:  Del análisis de contenido de los artículos seleccionados se identificaron cuatro temáticas principales: generalidades de la educación emocional; la relación entre la educación emocional y el aprendizaje, fundamentada en la necesidad de potenciar en los estudiantes la autoestima; la importancia de la educación emocional en la formación de médicos; y las estrategias para favorecer la educación emocional en el proceso formativo de los estudiantes de medicina.  Conclusiones:  Se determinó que la educación emocional se convierte en una innovación educativa de gran importancia, que responde a las necesidades sociales contemporáneas, y busca lograr un equilibrio entre lo cognitivo y el manejo de las emociones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The progress in medicine is not consistent with prevailing stigmas of dehumanization in the medical practice and in the doctor-patient relationship, which reinforces the need to sustain medical training on the basis of emotional education and the development of competences for managing emotions.  Objective:  To expose the importance of emotional education and the acquisition of emotional competences in medical training.  Methods:  An exploratory systematic review was conducted, using Web of Science and Scopus as sources of information to collect papers published between 2012 and 2022. The search was based on the study of the variable&#8217;s emotional education, emotional competences and medical training.  Results:  Four main themes were identified with the content analysis applied in the selected articles: generalities of emotional education; relationship between learning and emotional education, based on the need to enhance self-esteem in students; the importance of emotional education in the training of physicians; and strategies to favor emotional education in the training process of medical students.  Conclusions:  Emotional education was concluded to become an educational innovation of great importance, responding to contemporary social needs, as well as it seeks to achieve a balance between the cognitive and the management of emotions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación emocional]]></kwd>
<kwd lng="es"><![CDATA[competencias emocionales]]></kwd>
<kwd lng="es"><![CDATA[formación médica]]></kwd>
<kwd lng="en"><![CDATA[emotional education]]></kwd>
<kwd lng="en"><![CDATA[emotional competences]]></kwd>
<kwd lng="en"><![CDATA[medical training]]></kwd>
</kwd-group>
</article-meta>
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