<?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>S0864-21412020000300004</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transferencia de conocimiento pedagógico en hospitales universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical knowledge transfer in university hospitals]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez de Barbosa]]></surname>
<given-names><![CDATA[Gladys Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad &#8220;El Bosque&#8221;  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412020000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412020000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412020000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  La transferencia de conocimiento que surge como resultado de investigación pedagógica busca mejorar los procesos de calidad en los hospitales universitarios y fortalecer el sentido humano del quehacer profesional.  Objetivo:  Identificar los fundamentos teóricos de la transferencia de conocimiento como resultado de la investigación pedagógica en contextos hospitalarios.  Método:  Se realizó un estudio exploratorio con un abordaje cualitativo, a través de 22 entrevistas semiestructuradas a diferentes profesionales de la salud en su contexto real. Esta información fue sistematizada por medio de procesos de codificación y comparación, propios de la teoría fundamentada, mediante la construcción de diagramas para la compilación de conceptos, propiedades y dimensiones.  Resultados:  A través del análisis de la información se establecieron 5 categorías: &#8220;conocimiento a transferir&#8221;, &#8220;actores clave para la transferencia&#8221;, &#8220;metodología para la transferencia&#8221;, &#8220;ambiente hospitalario&#8221; y &#8220;relación universidad-hospital&#8221;; y 8 subcategorías relacionadas con la transferencia de conocimiento pedagógico. A partir del análisis de esta información, se propusieron fundamentos teóricos, basados en un proceso adaptativo centrado en el estudiante y orientado a la atención al paciente.  Conclusiones:  Se establecieron fundamentos teóricos para la transferencia de conocimiento pedagógico en contextos hospitalarios, a través de la identificación de un sistema adaptativo, el cual contiene elementos clave para mejorar la efectividad en la relación con el paciente y su atención.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Knowledge transfer as a result of pedagogical research aims at improving quality processes in university hospitals and at strengthening the human conception of professional work.  Objective:  To identify the theoretical foundations of knowledge transfer as a result of pedagogical research in hospital settings.  Methods:  An exploratory study was carried out following a qualitative approach and conducting 22 semistructured interviews with different health professionals in their real settings. This information was systematized through coding and comparison processes, typical of grounded theory, through the construction of diagrams for the compilation of concepts, properties and dimensions.  Results:  Through information analysis, five categories were established: knowledge to transfer, key actors for transfer, transfer methodology, hospital setting and university-hospital relationship; together with eight subcategories related to transfer of pedagogical knowledge. From the analysis of this information, theoretical foundations were proposed, based on a student-centered and patient care-oriented adaptive process.  Conclusions:  Theoretical foundations for the transfer of pedagogical knowledge in hospital contexts were established, through the identification of an adaptive system, which contains key elements for improving the effectiveness in the relationship with the patients and their care.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[transferencia]]></kwd>
<kwd lng="es"><![CDATA[investigación en servicios de salud]]></kwd>
<kwd lng="es"><![CDATA[hospitales universitarios]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="en"><![CDATA[transfer]]></kwd>
<kwd lng="en"><![CDATA[health services research]]></kwd>
<kwd lng="en"><![CDATA[university hospital]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
</kwd-group>
</article-meta>
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