<?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>1699-695X</journal-id>
<journal-title><![CDATA[Revista Clínica de Medicina de Familia]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Clin Med Fam]]></abbrev-journal-title>
<issn>1699-695X</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Española de Medicina de Familia y Comunitaria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1699-695X2025000100003</article-id>
<article-id pub-id-type="doi">10.55783/rcmf.180103</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de la gamificación en la enseñanza de soporte vital básico en alumnado de secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of gamification in teaching basic life support to secondary school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Celotti-Orozco]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borrero-Díaz]]></surname>
<given-names><![CDATA[Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Povedano-Hoyas]]></surname>
<given-names><![CDATA[Macarena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martín-Brioso]]></surname>
<given-names><![CDATA[Ester]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosado-Cabral]]></surname>
<given-names><![CDATA[Juan Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carbajo-Martín]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A4 "/>
<xref ref-type="aff" rid="Af5"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Unidad Docente Multiprofesional de Atención Familiar y Comunitaria Norte de Huelva  ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Área de Gestión Sanitaria Norte de Huelva Hospital de Riotinto ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundación Andaluza Beturia para la Investigación en Salud  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Escuela Universitaria de Enfermería Cruz Roja de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Sociedad Española de Medicina de Familia y Comunitaria Grupo de Trabajo de Urgencias y Atención Continuada ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>7</fpage>
<lpage>13</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1699-695X2025000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1699-695X2025000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1699-695X2025000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo: valorar la efectividad de la gamificación como método de enseñanza de técnicas de reanimación cardiopulmonar (RCP) en secundaria midiendo habilidades prácticas y teóricas.  Métodos: estudio cuasiexperimental con dos grupos (control y experimental), entre marzo y septiembre de 2023 en alumnado de 12-15 años. El grupo control recibió enseñanza de forma tradicional y el grupo experimental con gamificación. Ambos grupos contaron con maniquíes de RCP con dispositivo de medición de la calidad de compresiones. En ambos grupos se hizo un cuestionario de conocimientos previos y otro al finalizar. A los 2 meses se volvió a entregar el cuestionario final.  Resultados: se incluyeron 76 niños (51,7%) y 71 niñas (48,3%) de 12-15 años (grupo de intervención: 48,3%). El grupo experimental hizo mejor número de compresiones que el control, con resultado estadísticamente significativo (chi cuadrado = 8,773; gl = 2; p = 0,012; V de Cramer = 0,244), aunque en la profundidad de las compresiones no fue significativo (chi cuadrado = 1,272; gl = 2, p = 0,529; V de Cramer = 0,093). En la comparación intragrupal, el grupo experimental obtuvo mejores puntuaciones en la comparación del postest. Mediante regresión lineal múltiple, las variables asociadas a mayor puntuación en el test de retención de conocimiento fueron pretest, aprendizaje basado en la gamificación, pausa más larga en minutos y postest. El modelo resultó significativo (p = 0,031).  Conclusión: la gamificación parece una buena herramienta docente porque mejora la asimilación de conocimientos teóricos a corto y largo plazo, además de mejorar el rendimiento en las compresiones torácicas de calidad, aunque hacen falta más estudios que puedan homogenizar los grupos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Aim: to assess the effectiveness of gamification as a teaching method for cardiopulmonary resuscitation techniques in secondary schools by measuring practical and theoretical skills.  Methods: quasi-experimental study with two groups (control and experimental), between March and September 2023 in students between 12 and 15 years old. The control group received traditional teaching and the experimental group received gamification. Both groups had cardiopulmonary resuscitation mannequins with a device to measure the quality of compressions. In both groups, a questionnaire on prior knowledge was completed and another at the end. After 2 months, the final questionnaire was handed out again.  Results: 76 boys (51.7%) and 71 girls (48.3%) aged 12 to 15 were included (intervention group: 48.3%). The experimental group performed a better number of compressions than the control group, with a statistically significant result (Chi-square=8.773; gl=2; p=0.012; Cramer&#8217;s V=0.244), although the difference in compression depth was not significant (Chi-square=1.272; gl=2, p=0.529; Cramer&#8217;s V=0.093). In the intragroup comparison, the experimental group obtained better scores in the post-test comparison. Using multiple linear regression, the variables associated with a higher score in the knowledge retention test were pre-test, gamification-based learning, longer pause in minutes, and post-test. The model was significant (p=0.031).  Conclusion: gamification seems to be a good teaching tool because it improves the assimilation of theoretical knowledge in the short and long term, as well as improving performance in quality chest compressions, although more studies are needed to homogenize the groups.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[reanimación cardiopulmonar]]></kwd>
<kwd lng="es"><![CDATA[sistemas de manutención de la vida]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Cardiopulmonary Resuscitation]]></kwd>
<kwd lng="en"><![CDATA[Life Support Systems]]></kwd>
</kwd-group>
</article-meta>
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