<?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>1886-5887</journal-id>
<journal-title><![CDATA[Revista de Bioética y Derecho]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bioética y Derecho]]></abbrev-journal-title>
<issn>1886-5887</issn>
<publisher>
<publisher-name><![CDATA[Observatori de Bioètica i Dret - Cátedra UNESCO de Bioética]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1886-58872020000100011</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Docencia de la Medicina Intensiva. Aspectos bioéticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Intensive Care Medicine. Bioethical aspects]]></article-title>
<article-title xml:lang="ca"><![CDATA[La docència de la Medicina Intensiva. Aspectes bioètics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González López]]></surname>
<given-names><![CDATA[Samuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Tello]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Hospital Universitario HLA Moncloa Medicina Intensiva ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Hospital Universitario HLA Moncloa Servicio de Urgencias ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<numero>48</numero>
<fpage>149</fpage>
<lpage>162</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1886-58872020000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1886-58872020000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1886-58872020000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Cualquier acto médico presenta siempre una doble vertiente, técnica y moral. La bioética, surge como herramienta clave para poder conjugar ambos aspectos en la toma diaria de decisiones médicas. Además, docencia y aprendizaje estarán presentes de forma patente durante toda la vida profesional de la mayoría de los médicos. En la actualidad, los avances obtenidos por la comunidad universitaria en cuanto a la docencia de la bioética son notables. No han sido tan claro, sin embargo, para la formación durante la residencia ni tras la especialidad. El contexto de la Medicina Intensiva, dedicada a pacientes con enfermedades críticas, ofrece una serie de particularidades que pueden ser beneficiosas para el aprendizaje de muchos aspectos bioéticos. Estos incluyen, entre otros, el respeto a la autonomía del paciente, la búsqueda de la beneficencia, incluso durante los cuidados al final de la vida, o la toma de decisiones en equipo o en situaciones de extrema urgencia. En cuanto al modo de enseñanza de la bioética existen diferentes aproximaciones, desde la clásica clase magistral a la clase invertida o el método del caso, que tiene su mayor exponente en la simulación. Nuestra propuesta particular consiste en la integración de la práctica y la discusión en grupo como elemento fundamental de la enseñanza de la bioética, ayudada de las metodologías más recientes, fundamentalmente, de la simulación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="ca"><p><![CDATA[Resum Qualsevol acte mèdic presenta sempre un doble vessant, a la vegada tècnic i moral. La bioètica sorgeix com a eina clau per poder conjugar tots dos aspectes en la presa diària de decisions mèdiques. A més, docència i aprenentatge estaran presents de forma palesa durant tota la vida professional de la majoria dels metges. En l'actualitat, els avanços obtinguts per la comunitat universitària quant a la docència de la bioètica són notables. No ha estat tan clar, no obstant això, per a la formació durant la residència ni després de l'especialitat. El context de la Medicina Intensiva, dedicada a pacients amb malalties crítiques, ofereix una sèrie de particularitats que poden ser beneficioses per a l'aprenentatge de molts aspectes bioètics, que inclouen, entre altres, el respecte a l'autonomia del pacient, la recerca de la beneficència, fins i tot durant les cures al final de la vida, o la presa de decisions en equip o en situacions d'extrema urgència. Quant a la manera d'ensenyar la bioètica, existeixen diferents aproximacions, des de la clàssica classe magistral a la classe invertida o el mètode del cas, que té el seu major exponent en la simulació. La nostra proposta particular consisteix en la integració de la pràctica i la discussió en grup com a element fonamental de l'ensenyament de la bioètica, ajudada per les metodologies més recents, i fonamentalment de la simulació.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract All medical action always includes a double perspective: technical and moral. Bioethics emerges as a key tool to combine both aspects when medical decisions are taken in the daily work of a physician. In addition, teaching and learning are always clearly present in the working life of the majority of the practitioners. Currently, the advances of teaching Bioethics reached by the university community are remarkable. However, it was not so clear the level to the training during the medical residency and after the specialty. The context of Intensive Care Medicine dedicated to patients with critical diseases offers some characteristics which might be beneficial to the learning of a wide variety of bioethical aspects. These include, among others, the respect of the patient's autonomy, the search of beneficence, also during end-of-life care, decision making in groups or in extreme emergency cases. Related to the way of teaching Bioethics, there are different approaches, from the master class to the flipped class or the case method whose greatest exponent is simulation. Our particular proposal consists in the integration of practice and discussion in groups as essential element in teaching Bioethics, helped by some recent methodologies like simulation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Bioética]]></kwd>
<kwd lng="es"><![CDATA[ética]]></kwd>
<kwd lng="es"><![CDATA[medicina intensiva]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[UCI]]></kwd>
<kwd lng="ca"><![CDATA[Bioètica]]></kwd>
<kwd lng="ca"><![CDATA[ètica]]></kwd>
<kwd lng="ca"><![CDATA[medicina intensiva]]></kwd>
<kwd lng="ca"><![CDATA[docència]]></kwd>
<kwd lng="ca"><![CDATA[UCI]]></kwd>
<kwd lng="en"><![CDATA[Bioethics]]></kwd>
<kwd lng="en"><![CDATA[ethics]]></kwd>
<kwd lng="en"><![CDATA[intensive medicine]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[ICU]]></kwd>
</kwd-group>
</article-meta>
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