<?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>2014-9832</journal-id>
<journal-title><![CDATA[FEM: Revista de la Fundación Educación Médica]]></journal-title>
<abbrev-journal-title><![CDATA[FEM (Ed. impresa)]]></abbrev-journal-title>
<issn>2014-9832</issn>
<publisher>
<publisher-name><![CDATA[Fundación Educación Médica y Viguera Editores, S.L.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2014-98322018000300005</article-id>
<article-id pub-id-type="doi">10.33588/fem.213.946</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de la motivación académica tras implementar simulación háptica en estudiantes de primer año de la Universidad San Sebastián, en Santiago de Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of the academic motivation after implementing haptic simulation in first-year students of the San Sebastián University, Santiago de Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zúñiga-Mogollones]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferri-Sánchez]]></surname>
<given-names><![CDATA[Giorgina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baltera-Zuloaga]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Sebastián  ]]></institution>
<addr-line><![CDATA[Recoleta Santiago]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>137</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322018000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322018000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322018000300005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. La simulación permite mejorar habilidades comunicacionales y prácticas. La más utilizada en odontología es la tipo 1, fantomas estáticos que fomentan habilidades procedimentales y suceden en etapas tardías para la formación y adquisición del razonamiento clínico esperado. En Chile, durante la formación básica de la carrera, no existen instancias para que estudiantes de primer año interaccionen con pacientes o situaciones reales previo ingreso al último ciclo de enseñanza.  Sujetos y métodos. Se seleccionaron dos grupos de estudiantes de la asignatura &#8216;Ciclo de integración clínico básico I', perteneciente al primer año de la carrera. El grupo de estudio estuvo constituido por 23 estudiantes, y el grupo control, por 21 estudiantes. Las intervenciones al grupo experimental fueron: test Honey-Alonso para categorizar estilos de aprendizaje, metodologías activas (simulador háptico, aprendizaje basado en problemas, visitas al centro de salud de la universidad) y encuesta MSLQ (Motivated Strategies for Learning Questionnaire).  Resultados. La mayoría de los estudiantes son reflexivos. De la encuesta MSLQ se obtuvo que, en escala de motivación, los subcomponentes de orientación intrínseca (p = 0,012), valor de tarea (p = 0,000), control de creencias (p = 0,043) y autoeficacia (p = 0,044) presentaron diferencias significativas entre ambos grupos; orientación extrínseca (p = 0,94) y ansiedad (p = 0,92) no presentaron diferencias significativas.  Conclusión. El desarrollo de subcomponentes de la motivación, como orientación intrínseca, autoeficacia, valor de tarea y control de las creencias, se vieron aumentados tras la utilización de estrategias metodológicas de alta tecnología, como los simuladores hápticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. Simulation allows to improve communication skills and practices. The most widely used in dental schools is static type 1, phantoms which promote procedural skills and occur in late stages for the training and acquisition of clinical reasoning than expected. In Chile, during the basic training of the race there are no instances for those first-year students to interact with patients or real situations prior to the last cycle of teaching.  Subjects and methods. Selected students of the subject &#8216;Basic Clinical Integration Cycle I', belonging to the first year. The study group was composed of 23 students and the control group of 21 students. Interventions to the experimental group were: Honey-Alonso Test, to categorize learning styles; active methodologies (haptic simulator, problems-based learning and visits to the USS health center), and MSLQ survey (Motivated Strategies for Learning Questionnaire).  Results. Most of the students are reflexive. Of the MSLQ survey it was found that, in motivation scale, the subcomponents intrinsic orientation (p = 0.012), value of task (p = 0.000), control of beliefs (p = 0.043) and self-efficacy (p = 0.044) showed significant differences between the two groups; extrinsic orientation (p = 0.94) and anxiety (p = 0.92) showed no significant differences.  Conclusions. The development of subcomponents of motivation such as intrinsic orientation, self-efficacy, task value, belief control were increased following the use of high technology methodological strategies such as haptic simulators.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Fantoma]]></kwd>
<kwd lng="es"><![CDATA[Háptica]]></kwd>
<kwd lng="es"><![CDATA[Motivación]]></kwd>
<kwd lng="es"><![CDATA[Simulación]]></kwd>
<kwd lng="en"><![CDATA[Haptics]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[Phantoms]]></kwd>
<kwd lng="en"><![CDATA[Simulation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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