<?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>S2014-98322018000300006</article-id>
<article-id pub-id-type="doi">10.33588/fem.213.947</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de estudiantes y docentes sobre la implementación del aprendizaje basado en problemas como método docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of students and teachers about the implementation of problem-based learning as a teaching method]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrió]]></surname>
<given-names><![CDATA[Mar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agell]]></surname>
<given-names><![CDATA[Laia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[Gemma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Larramona]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baños]]></surname>
<given-names><![CDATA[Josep E]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Pompeu Fabra Departamento de Ciencias Experimentales y de la Salud Grupo de Investigación Educativa en Ciencias de la Salud (GRECS)]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</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>143</fpage>
<lpage>152</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322018000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322018000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322018000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. La opinión de los participantes es un elemento clave en los procesos de innovación educativa. El presente artículo describe las percepciones de los estudiantes y de los docentes sobre la introducción del aprendizaje basado en problemas para la adquisición de competencias.  Sujetos y métodos. El estudio se realizó para evaluar el proyecto de introducción parcial del aprendizaje basado en problemas como método docente en la licenciatura de Biología. Se recogió información durante seis promociones mediante una encuesta en la que se puntuaba de 1 a 10 sobre la percepción del desarrollo de competencias genéricas y científicas, el valor formativo de la metodología, la satisfacción con la experiencia y una pregunta abierta sobre sugerencias de mejora.  Resultados. La percepción de adquisición de la competencia científica aumentó ligeramente a lo largo de los cursos, sin diferencias entre tutores y estudiantes, con valores medios cercanos a 7. En las competencias transversales, las puntuaciones fueron similares, pero las de los tutores resultaron generalmente superiores. Sobre la utilidad del método, los estudiantes puntuaron con valores medios de 5,5 a 6 según el curso y los tutores volvieron a dar puntuaciones superiores (rango: 7,3-8). En el caso de la satisfacción, los estudiantes dieron valores medios de 6 y los de los tutores fueron significativamente superiores.  Conclusiones. La introducción del aprendizaje basado en problemas fue valorado positivamente por los estudiantes y especialmente por los tutores como método para adquirir competencia científica y diversas competencias transversales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. The opinions of participants are a key element in the processes of evaluating the effect of educative innovation. This paper describes the perceptions of students and teachers about the usefulness of problem-based learning for the acquisition of competencies.  Subjects and methods. This survey was carried out in the Bachelor of Biology to assess the project of partial implementation of problem-based learning as a teaching method. Information was collected during six cohorts using a questionnaire with several questions about the perceptions on the acquisition of scientific competence and generic competences, the didactic usefulness of the method, and the satisfaction with the experience by means of a numerical scale from 0 to 10. An open question to suggest improvements was also included.  Results. The perception on the acquisition of scientific competence slightly increased during the years of the Bachelor. No differences were observed between students and tutors, with mean values close to 7. In generic competences, the mean value was similar but tutors scored higher than students. Regarding the question of the usefulness of the method, mean values of students were in the range of 5.5-6 and tutors again scored higher (range: 7.3-8). When satisfaction was evaluated, students scored a mean value of 6 whereas tutors scores were significantly higher.  Conclusions. The introduction of problem-based learning was considered positive by students, and especially by tutors, as a method to acquire scientific and generic competences.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[Competencia científica]]></kwd>
<kwd lng="es"><![CDATA[Competencias genéricas]]></kwd>
<kwd lng="es"><![CDATA[Percepciones de estudiantes]]></kwd>
<kwd lng="en"><![CDATA[Generic competences]]></kwd>
<kwd lng="en"><![CDATA[Problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[Scientific competence]]></kwd>
<kwd lng="en"><![CDATA[Students' perceptions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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