<?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>2077-2874</journal-id>
<journal-title><![CDATA[EDUMECENTRO]]></journal-title>
<abbrev-journal-title><![CDATA[EDUMECENTRO]]></abbrev-journal-title>
<issn>2077-2874</issn>
<publisher>
<publisher-name><![CDATA[Editorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-28742021000200089</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estado actual de la integración de contenidos de las ciencias básicas biomédicas en Estomatología]]></article-title>
<article-title xml:lang="en"><![CDATA[Current state of the integration of contents of the basic biomedical sciences in Dentistry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Betancourt Valladares]]></surname>
<given-names><![CDATA[Miriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García González]]></surname>
<given-names><![CDATA[Mercedes Caridad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bermejo Correa]]></surname>
<given-names><![CDATA[Rolando Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cadenas Freixas]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Betancourt Gamboa]]></surname>
<given-names><![CDATA[Kenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas de Camagüey Facultad de Estomatología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad &#8220;Ignacio Agramonte Loynaz&#8221;  ]]></institution>
<addr-line><![CDATA[ Camagüey]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>89</fpage>
<lpage>107</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-28742021000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-28742021000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-28742021000200089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Fundamento:  la integración de contenidos científicos es tendencia e imperativo en la educación superior, por lo que estudiar la realidad educativa en este campo permite encaminar acciones para perfeccionar el proceso enseñanza aprendizaje.  Objetivo:  diagnosticar el estado actual de la integración de contenidos de las ciencias básicas biomédicas en la disciplina Morfofisiología para la carrera de Estomatología.  Métodos:  investigación observacional descriptiva y transversal de corte pedagógico desarrollada en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Camagüey, desde septiembre 2018 hasta marzo 2020. Se emplearon métodos teóricos: análisis-síntesis e inductivo-deductivo; y empíricos: entrevista y cuestionario a profesores y estudiantes, observación científica y revisión documental.  Resultados:  todos los profesores y la mayoría de los estudiantes consideraron importante la integración en Morfofisiología; sin embargo la media de los docentes expresó limitaciones para lograrlo, lo que coincidió con el criterio estudiantil al expresar que sus profesores no estaban suficientemente preparados en especialidades distintas a la suya; de similar modo los docentes consideraron insuficiente el nivel de integración alcanzado por los estudiantes al culminar la disciplina.  Conclusiones:  aun cuando confieren importancia a la integración de contenidos en el proceso enseñanza aprendizaje de la Morfofisiología, en los estudiantes persisten limitaciones relacionadas con el dominio de los contenidos susceptibles de ser integrados, y carencias pedagógicas en los profesores para conducirlos hacia este enfoque, desde su propia implicación en este proceso docente integrador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Background: the integration of scientific content is a trend and imperative in higher education, so studying the educational reality in this field allows directing actions to improve the teaching-learning process.  Objective:  to diagnose the current state of the integration of contents of the basic biomedical sciences in the Morphology-physiology discipline for the Dentistry degree.  Methods:  descriptive and cross-sectional observational research of a pedagogical nature developed at the Dentistry Faculty of Camagüey University of Medical Sciences, from September 2018 to March 2020. Theoretical methods were used: analysis-synthesis and inductive-deductive; and empirical: interview and questionnaire with teachers and students, scientific observation and documentary review.  Results:  all the teachers and most of the students considered important integration in Morphology- physiology. However, the average of the teachers expressed limitations to achieve this, which coincided with the student´s criteria when expressing that their teachers were not sufficiently prepared in specialties other than their own; similarly, the teachers considered the level of integration reached by the students to be insufficient at the end of the discipline.  Conclusions: even though the students attach importance to the integration of content in the Morphology-physiology teaching-learning process, they still have limitations related to mastering the content that can be integrated as well as pedagogical deficiencies in teachers to lead them towards this approach from their own involvement in this inclusive teaching process.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[integración escolar]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Odontología]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="en"><![CDATA[mainstreaming, education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[dentistry]]></kwd>
<kwd lng="en"><![CDATA[education, medical]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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