<?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>S0864-21412020000200023</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo de rol, experiencias y capacidades comunicativas en estudiantes de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Role model, experiences and communicative skills in medical students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villegas Stellyes]]></surname>
<given-names><![CDATA[Claudia Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hamui Sutton]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vives Varela]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pontificia Bolivariana Facultad de Medicina Escuela de Ciencias de la Salud]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Secretaría de Educación Médica]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412020000200023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412020000200023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412020000200023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La comunicación se ha definido como un elemento central y eje transversal de los currículos médicos a nivel mundial. Además, en el proceso formativo del estudiante de medicina, el efecto de los modelos de rol docente se reconoce como factor clave.  Objetivo:  Revisar conceptualmente el modelo de rol en relación con el currículo en comunicación, y su influencia en el proceso de enseñanza y aprendizaje de los estudiantes de medicina.  Métodos:  Se llevó a cabo una revisión bibliográfica sistemática de artículos científicos disponibles en las bases de datos EbscoHost y PubMed, así como de textos de educación médica, teniendo en cuenta las palabras clave validadas en el tesauro DeCs.  Resultados:  Se presentó la definición y la importancia del modelo de rol, la identidad, las características y las capacidades pedagógicas del profesor; además se expusieron conceptos como &#8220;modelo de rol positivo&#8221; y &#8220;antimodelo&#8221;. También se mostró el contexto en el que se desarrollaba el rol docente en función de la experiencia de comunicación, y los escenarios, los momentos y las formas con los que se lograron las capacidades, competencias y habilidades comunicativas en los estudiantes, lo que demostró que el aprendizaje por medio del ejemplo de los profesores resultaba fundamental.  Conclusiones: Se necesita propiciar procesos de formación docente como medio para resignificar el sentido de los modelos de rol en la práctica comunicativa del estudiante. El modelo de rol y su influencia en el desarrollo de capacidades en la comunicación y el profesionalismo se constituyen como perspectiva para la investigación en educación médica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Communication has been defined as a key element and cross-sectional pivot of medical curricula worldwide. Also, in the training process of the medical student, the effect of professorial role models is recognized as a key factor.  Objective:  To review, conceptually, the role model in association with to the communicative curriculum, as well as its influence on the teaching and learning process of medical students.  Methods:  A systematic bibliographic review was carried out of scientific articles available in the databases EbscoHost and PubMed, as well as medical education texts, taking into account the keywords validated on the Health Sciences Descriptors (DeCS).  Results:  We presented the definition and importance of the role model, as well as the professor&#8217;s identity, characteristics and pedagogical capacities. Concepts such as positive role model and antimodel were also exposed. We also showed the context in which the teaching role was developed based on the communication experience, as well as the settings, moments and ways by which the students&#8217; communication capacities, competences and abilities were achieved, which showed that learning through the professorial model was essential.  Conclusions:  It is necessary to promote professorial training processes as means to redefine the significance of role models in the student's communicative practice. The role model and its influence on the development of communication skills and professionalism constitute a perspective for research in medical education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comunicación en salud]]></kwd>
<kwd lng="es"><![CDATA[desempeño de rol]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[docentes médicos]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de medicina]]></kwd>
<kwd lng="en"><![CDATA[health communication]]></kwd>
<kwd lng="en"><![CDATA[role play]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[medical professors]]></kwd>
<kwd lng="en"><![CDATA[medical students]]></kwd>
</kwd-group>
</article-meta>
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