<?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>0213-9111</journal-id>
<journal-title><![CDATA[Gaceta Sanitaria]]></journal-title>
<abbrev-journal-title><![CDATA[Gac Sanit]]></abbrev-journal-title>
<issn>0213-9111</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Española de Salud Pública y Administración Sanitaria (SESPAS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0213-91112018000100009</article-id>
<article-id pub-id-type="doi">10.1016/j.gaceta.2016.12.005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación, la clave para mejorar las competencias informacionales en e-salud del alumnado de bachillerato]]></article-title>
<article-title xml:lang="en"><![CDATA[Training, the key to improving eHealth literacy of upper secondary school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Rabanal]]></surname>
<given-names><![CDATA[Carme]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vall]]></surname>
<given-names><![CDATA[Aurora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boter]]></surname>
<given-names><![CDATA[Clara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de Barcelona Facultat de Biblioteconomia i Documentació Departament de Biblioteconomia, Documentació i Comunicació Audiovisual]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Institut Català de la Salut CAP Guinardó, Àmbit d&#8217;Atenció Primària Barcelona Ciutat ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2018</year>
</pub-date>
<volume>32</volume>
<numero>1</numero>
<fpage>48</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0213-91112018000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0213-91112018000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0213-91112018000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo: Explorar si una formación sobre estrategias de identificación y evaluación de información sanitaria en línea tiene un impacto positivo en la percepción de los/las estudiantes sobre sus propias competencias informacionales en e-salud.  Métodos: Se administró el cuestionario validado eHEALS a una muestra de estudiantes de bachillerato, de entre 15 y 18 años de edad. Una semana después asistieron a una sesión de formación sobre cómo buscar e identificar información y fuentes sanitarias fiables en Internet. Al final de la sesión respondieron nuevamente el cuestionario eHEALS. En ambas sesiones se registró información sobre el sexo y el curso de los participantes. Se evaluaron las competencias percibidas en e-salud antes de la formación y se compararon con las obtenidas después. Se llevaron a cabo regresiones bivariadas y múltiples.  Resultados: De 298 estudiantes cursando Bachillerato, 285 fueron incluidos/as en el estudio. El 52,28% (149) eran mujeres y el 47,72% (136) eran hombres. La media del resultado del cuestionario eHEALS antes de la intervención fue de 24,19 (rango: 8-40), y después fue de 28,54. La exposición a la formación estaba asociada con un incremento de los resultados de las competencias informacionales percibidas en e-salud (p &lt;0,0001). La alfabetización sanitaria también estaba asociada con la utilidad y la importancia concedida a Internet por los estudiantes.  Conclusiones: La asistencia a una sesión formativa en estrategias de identificación y evaluación de recursos sanitarios en línea está asociada con un incremento del nivel percibido de competencias informacionales en e-salud. La incorporación de formaciones específicas sobre alfabetización informacional sanitaria en cursos de bachillerato es un enfoque prometedor para potenciar las habilidades informacionales en e-salud de los/las estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective: To explore whether training on strategies to identify and assess health-related information online has a positive impact on students&#8217; perception of their own eHealth literacy.  Methods: The validated eHealth Literacy Scale (eHEALS) was administered to a sample of upper secondary school students, aged 15-18. One week later, they attended a training session on how to search and identify reliable health-related information and resources online. The eHEALS was administered again at the end of this session. Information about gender and school year was collected in both sessions. Perceived eHealth literacy was assessed by comparing the scores obtained before and after the session. Bivariate and multiple linear regressions were completed.  Results: Of the 298 students enrolled in upper secondary school (Bachillerato), 285 were included in the study. Approximately 52.28% (149) were female, and 47.72% (136) were male. The mean eHEALS score before the session was 24.19 (range: 8-40), and was 28.54 after it. The training was associated with higher perceived eHealth literacy scores (p &lt;0,0001). Health literacy was positively associated with the usefulness and importance students give the Internet.  Conclusions: Attendance at a training session on strategies to identify and assess health-related resources online is associated with higher levels of perceived eHealth literacy. Implementing specific training sessions on eHealth literacy in upper secondary school is a promising approach for enhancing students&#8217; eHealth literacy.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización sanitaria]]></kwd>
<kwd lng="es"><![CDATA[eHEALS]]></kwd>
<kwd lng="es"><![CDATA[Recursos sanitarios]]></kwd>
<kwd lng="es"><![CDATA[Adolescentes]]></kwd>
<kwd lng="es"><![CDATA[Bachillerato]]></kwd>
<kwd lng="en"><![CDATA[Health literacy]]></kwd>
<kwd lng="en"><![CDATA[eHEALS]]></kwd>
<kwd lng="en"><![CDATA[Health-related resources]]></kwd>
<kwd lng="en"><![CDATA[Adolescents]]></kwd>
<kwd lng="en"><![CDATA[Upper secondary school]]></kwd>
</kwd-group>
</article-meta>
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