<?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>2077-2874</journal-id>
<journal-title><![CDATA[EDUMECENTRO]]></journal-title>
<abbrev-journal-title><![CDATA[EDUMECENTRO]]></abbrev-journal-title>
<issn>2077-2874</issn>
<publisher>
<publisher-name><![CDATA[Editorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-28742020000100030</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Mejora de habilidades en la interpretación del electrocardiograma mediante un taller con simulación clínica]]></article-title>
<article-title xml:lang="en"><![CDATA[Improvement of electrocardiogram interpretation skills through a workshop with clinical simulation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olvera Cortés]]></surname>
<given-names><![CDATA[Hugo Erick]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nieto Mendoza]]></surname>
<given-names><![CDATA[Alan José Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha Martínez]]></surname>
<given-names><![CDATA[Yuma Frine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales López]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz Sánchez]]></surname>
<given-names><![CDATA[Ana Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Cortés]]></surname>
<given-names><![CDATA[Felipe Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>30</fpage>
<lpage>45</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-28742020000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-28742020000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-28742020000100030&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Fundamento:  en la electrocardiografía es importante tener la habilidad de interpretar, además de confianza para lograr una definición certera en el diagnóstico y tratamiento.  Objetivo: implementar un taller utilizando el aprendizaje basado en la simulación clínica para la interpretación del electrocardiograma.  Métodos: se realizó un estudio de tipo descriptivo y longitudinal en la Facultad de Medicina de la Universidad Nacional Autónoma de México, durante 2018. Se utilizaron métodos teóricos: análisis-síntesis e inducción-deducción; y empíricos: una encuesta y un examen de interpretación de electrocardiograma antes y después del taller aplicado.  Resultados:  en la evaluación sobre la identificación del electrocardiograma hubo una mejoría significativa posterior a la realización del taller en aspectos como: la interpretación del ritmo, del eje cardíaco, de ondas y en la asignación de diagnósticos en un menor tiempo según el postest. Se constató la diferencia de resultados tanto en confianza, aptitudes obtenidas, resolución de dudas y de aprendizaje reflexivo centrados en la génesis de cada aspecto del electrocardiograma, lo que permitió al equipo de trabajo ubicarlos como puntos clave en la adquisición de habilidades prácticas e intelectuales.  Conclusiones: la implementación del taller permitió una mejoría significativa en las habilidades de los estudiantes para la interpretación del electrocardiograma, lo cual condicionó que se sintieran más confiados en sus apreciaciones; por lo que se evidenció la efectividad de su aplicación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Background:  in electrocardiography it is important to have the ability to interpret, as well as confidence to achieve an accurate definition in diagnosis and treatment.  Objective:  to implement a workshop using clinical simulation based learning for electrocardiogram interpretation.  Methods:  a descriptive and longitudinal study was carried out at the Faculty of Medicine of Mexico National Autonomous University, during 2018. Theoretical methods were used: analysis-synthesis and induction-deduction; and empirical: a survey and an electrocardiogram interpretation test before and after the applied workshop.  Results:  in the evaluation on the identification of the electrocardiogram there was a meaningful improvement after the workshop was carried out in aspects such as: the interpretation of the rhythm, of the cardiac axis, of waves and in the assignment of diagnoses in a shorter time according to the posttest. The difference in results was observed both in confidence, skills obtained, resolution of doubts and reflexive learning focused on the genesis of each aspect of the electrocardiogram, which allowed the working team to locate them as key points in the acquisition of practical and intellectual skills.  Conclusions:  the implementation of the workshop allowed a meaningful improvement in the students' abilities to interpret the electrocardiogram, which caused them to feel more confident in their assessments; so the effectiveness of its application was evidenced.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[electrocardiografía]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de Medicina]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="en"><![CDATA[electrocardiography]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[students, medical]]></kwd>
<kwd lng="en"><![CDATA[education, medical]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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