<?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>S0864-21412019000300010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación de estudiantes de Medicina como tutores pares en aprendizaje basado en problemas]]></article-title>
<article-title xml:lang="en"><![CDATA[Training medical students as tutors via peer instructionin problem-based learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vidal Villa]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Delgado]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile Instituto de Anatomía, Histología y Patología. Valdivia Facultad de Medicina]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Austral de Chile Facultad de Medicina Oficina de Educación en Ciencias de la Salud]]></institution>
<addr-line><![CDATA[Valdivia ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>33</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412019000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412019000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412019000300010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: El aprendizaje basado en problemas es una estrategia educativa que se fortalece con tutores pares. La dificultad para contar con docentes interesados en ser tutores y con tiempo disponible, motivó a crear un programa de tutoría de pares en aprendizaje, basado en problemas en la Escuela de Medicina de la Universidad Austral de Chile.  Objetivo: Difundir el programa de formación de estudiantes tutores en aprendizaje basado en problemas para implementarlo en otras universidades en las carreras que lo requieran.  Métodos: Se describió el plan de formación de tutores pares en aprendizaje basado en problemas. Los estudiantes de cursos superiores fueron seleccionados según sus méritos académicos y asistieron a talleres de capacitación centrados en el manejo de la tutoría y el fortalecimiento de las competencias genéricas. Durante el aprendizaje basado en problemas se hicieron un seguimiento permanente y reuniones formales con los tutores. Al finalizar, se aplicaron encuestas de opinión para evaluar el desempeño de los alumnos, y cada tutor recibió un pequeño reconocimiento económico y créditos en horas de ayudantía.  Resultados: Este programa generó un alto interés entre los estudiantes, fue bien evaluado y permitió formar a 120 estudiantes como facilitadores en aprendizaje basado en problemas. Las encuestas realizadas a 45 estudiantes y 45 tutores revelaron un alto grado de satisfacción en todos los ámbitos consultados.  Conclusiones: Los tutores pares son la mejor manera de trabajar el aprendizaje basado en problemas. Estos requieren de una capacitación previa para contar con las herramientas necesarias de su rol de facilitadores, así como seguimiento, evaluación y apoyo permanente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Problem-based learning is an educational strategy which may be strengthened by peer tutoring. The difficulty to engage teachers interested in being tutors and the scarcity of available time led to the development of a problem-based peer tutoring learning program at the Medical School of the Austral University of Chile.  Objective: Disseminate information about the problem-based learning student tutor training program so as to implement it at other universities in the majors requiring it.  Methods: A description was made of the problem-based learning peer tutor training program. Students selected from higher courses according to their academic merits attended training workshops dealing with tutoring management and the strengthening of generic competences. Problem-based learning sessions included permanent follow-up and formal meetings with tutors. At the end, opinion surveys were applied to evaluate the performance of students, and each tutor received a small economic incentive and credits in teaching assistance hours.  Results: Students were highly motivated by the program, which was evaluated as satisfactory and made it possible to train 120 students as problem-based learning facilitators. The surveys applied to 45 students and 45 tutors revealed a high level of satisfaction in all the areas consulted.  Conclusions: Peer tutoring is the best way to conduct problem-based learning. Tutors require previous training so they have the tools required by their role as facilitators, as well as permanent follow-up, evaluation and support.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tutoría de pares]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[peer tutoring]]></kwd>
<kwd lng="en"><![CDATA[problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[The influence of tutor qualification on the process and outcome of learning in a problem-based course of basic medical pharmacology]]></article-title>
<source><![CDATA[ArchPharmacol]]></source>
<year>2002</year>
<volume>366</volume>
<page-range>58-63</page-range></nlm-citation>
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</article>
