<?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>S0864-21412022000200007</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sobre la naturaleza del conocimiento médico y su enseñanza (Parte II)]]></article-title>
<article-title xml:lang="en"><![CDATA[About the nature of medical knowledge and its teaching (Part II)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vicedo Tomey]]></surname>
<given-names><![CDATA[Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miralles Aguilera]]></surname>
<given-names><![CDATA[Eva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas Facultad de Ciencias Médicas &#8220;Victoria de Girón&#8221; ]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Ciencias Médicas Facultad &#8220;Manuel Fajardo&#8221; Departamento de Ciencias Clínicas]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412022000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412022000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412022000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  La atención clínica de pacientes individuales representa la actividad más característica de la profesión médica, mientras que el proceso de diagnóstico constituye la piedra angular del razonamiento clínico. La autoexplicación, la reflexión estructurada y las oportunidades de actividad clínica constituyen los fundamentos de una eficiente educación médica.  Objetivo:  Identificar los recursos disponibles para llevar a cabo la evaluación del proceso de diagnóstico como centro del razonamiento clínico, así como los errores que puedan producirse en dicho proceso y su corrección.  Posicionamiento del autor:  Los saberes de carácter metacognitivo en relación con la naturaleza del conocimiento médico y su enseñanza deben formar parte, tanto del conocimiento de los profesores de medicina como de los propios estudiantes. Una adecuada ponderación de este y el desarrollo del conocimiento médico plantea retos en cuanto a las modalidades evaluativas que puedan resultar más adecuadas para justipreciar las capacidades alcanzadas por los educandos y orientar las acciones correctoras que posibiliten enmendar las dificultades detectadas.  Conclusiones:  Una adecuada evaluación del razonamiento clínico de los aprendices requiere atender no solamente el resultado del proceso, sino a sus diferentes etapas y la justificación de estas, lo cual requiere que el estudiante despliegue y exponga los procesos mentales que desarrolla en los casos que atiende. La ocurrencia de errores en el proceso de diagnóstico, sus causas y las medidas adecuadas para su corrección deben tenerse presentes en el proceso de formación con el fin de contribuir a minimizarlos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The clinical care of individual patients represents the most characteristic activity of the medical profession, while the diagnostic process is the cornerstone of clinical reasoning. Self-explanation, structured reflection and opportunities for clinical activity are the foundations of efficient medical education.  Objective:  To identify the resources available to carry out the assessment of the diagnostic process as the center of clinical reasoning, as well as the errors that may occur in this process and their correction.  Author's stance:  Knowledge of a metacognitive nature in relation to the characteristics of medical knowledge and its teaching should be part of knowledge possessed by both medical professors and students themselves. Its adequate consideration and the development of medical knowledge poses challenges in terms of the evaluation modalities that may be more appropriate to assess accurately the capabilities achieved by learners and guide the corrective actions that allowed to amend the difficulties detected.  Conclusions:  An adequate assessment of the trainees' clinical reasoning requires considering not only to the process outcomes, but also its different stages and their justification, which requires from the student to deploy and expose the mental processes that she or he develops in the cases treated. The occurrence of errors in the diagnostic process, their causes and the appropriate measures for their correction must be taken into account in the training process, in order to contribute to minimize them.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conocimiento médico]]></kwd>
<kwd lng="es"><![CDATA[proceso de diagnóstico]]></kwd>
<kwd lng="es"><![CDATA[razonamiento clínico]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
<kwd lng="en"><![CDATA[medical knowledge]]></kwd>
<kwd lng="en"><![CDATA[diagnostic process]]></kwd>
<kwd lng="en"><![CDATA[clinical reasoning]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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