<?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>S0864-21412022000200011</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de estudiantes de fonoaudiología sobre el aprendizaje basado en simulación y gamificación]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of phonoaudiology students on simulation-based gamified learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramiro Miranda]]></surname>
<given-names><![CDATA[Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Valencia]]></surname>
<given-names><![CDATA[María Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serra]]></surname>
<given-names><![CDATA[Silvana Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Córdoba Facultad de Ciencias Médicas Escuela de Fonoaudiología]]></institution>
<addr-line><![CDATA[ Córdoba]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNC CONICET Instituto de Investigaciones en Ciencias de la Salud (INICSA)]]></institution>
<addr-line><![CDATA[ Córdoba]]></addr-line>
<country>Argentina</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=S0864-21412022000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412022000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412022000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  El aprendizaje basado en simulación y gamificación emerge como propuesta pedagógica a las necesidades de los estudiantes contemporáneos, quienes se desarrollan en entornos de avance tecnológico continuo. Más aún, favorecen la adquisición y el desarrollo de razonamientos y habilidades clínicas, lo que mejora la seguridad del paciente.  Objetivo:  Evaluar la percepción de los estudiantes de cuarto año de Fonoaudiología sobre la propuesta de simulación y gamificación aplicada de Clínica Otoneurológica y Laberintología en la Universidad de Nacional de Córdoba, Argentina.  Métodos:  Investigación transversal, descriptiva y correlacional. Los participantes (n = 89) completaron tres cuestionarios de valoración: para la actividad de simulación de movimientos oculares, para la actividad de gamificación en clínica audiológica y acerca de aspectos generales de la asignatura. Para el análisis de los datos se utilizó la estadística descriptiva y multivariada. Se estudiaron las asociaciones multivariadas entre los ítems de los cuestionarios, mediante análisis de componentes principales.  Resultados:  Se obtuvo un alto porcentaje de aceptación de ambas actividades. El análisis multivariado logró explicar un 59 % de la variabilidad, y reveló una asociación positiva entre la simulación y la gamificación. Más aún, estas propuestas pedagógicas se correlacionaron positivamente con los indicadores de aprendizaje significativo, los objetivos del currículo, los métodos de evaluación y los recursos didácticos aplicados.  Conclusiones:  Estas herramientas generan entornos organizativos y facilitadores del proceso de enseñanza-aprendizaje, especialmente en temas otoneurológicos. Los resultados expanden la aplicabilidad de la simulación y gamificación en la educación universitaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Simulation-based gamified learning is emerging as a pedagogical proposal to meet the needs of contemporary students, who develop themselves in settings of continuous technological advancement. Moreover, they favor the acquisition and development of clinical reasoning and skills, which improves patient safety.  Objective:  To evaluate the perception of fourth-year Phonoaudiology students on the simulation and gamification proposal applied in the otoneurology and labyrinthology clinic at the National University of Córdoba, Argentina.  Methods:  In this cross-sectional, descriptive and correlational research, the participants (n=89) completed three assessment questionnaires: for the eye movement simulation activity, for the gamification activity in audiological clinic, and about general aspects of the subject. Descriptive and multivariate statistics were used for data analysis. The multivariate associations between questionnaire items were studied by means of principal component analysis.  Results:  A high percentage was obtained regarding acceptance of both activities. Multivariate analysis permitted to explain 59 % of the variability, and revealed a positive association between simulation and gamification. Moreover, these pedagogical proposals were positively correlated with meaningful learning indicators, the curriculum objectives, the evaluation methods and the didactic resources applied.  Conclusions:  These tools generate organizational and facilitating settings for the teaching-learning process, especially in otoneurological subjects. The results increase the applicability of simulation and gamification in university education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[simulación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[simulation]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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