<?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>S2014-98322018000400002</article-id>
<article-id pub-id-type="doi">10.33588/fem.214.954</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estilos de aprendizaje y rendimiento académico: diferentes herramientas, diferentes resultados]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning styles and academic performance: different tools, different results]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escanero-Marcén]]></surname>
<given-names><![CDATA[Jesús F]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soria]]></surname>
<given-names><![CDATA[M Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerra-Sánchez]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Zaragoza Facultad de Medicina Departamento de Farmacología y Fisiología]]></institution>
<addr-line><![CDATA[Zaragoza ]]></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>4</numero>
<fpage>173</fpage>
<lpage>180</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322018000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322018000400002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322018000400002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción: La aplicación de la teoría de los estilos de aprendizaje sirve para mejorar aquellos que tienen baja puntuación y capacitar a los estudiantes a aprender en las mejores condiciones en cualquier contexto. Para ello, la determinación de estilos por los distintos cuestionarios debe ser superponible. Por otro lado, la relación entre estilos y rendimiento académico también es un tema confuso.  Sujetos y métodos: Para determinar los estilos de aprendizaje de estudiantes de fisiología de medicina se han utilizado dos cuestionarios (CHAEA e ILS). El rendimiento académico de los estudiantes se midió al final de curso con dos pruebas distintas: test de elección múltiple y preguntas abiertas de desarrollo.  Resultados: Estilos de aprendizaje: el CHAEA mostró que los estudiantes eran mayoritariamente reflexivos, mientras que el ILS reveló que eran activos. Rendimiento académico y estilo de aprendizaje: los estudiantes reflexivos del CHAEA alcanzaron calificaciones más altas en las pruebas de tipo test y los activos, las más bajas. Por otro lado, los activos según el ILS obtuvieron calificaciones significativamente más bajas que los sensitivos en la prueba de tipo test.  Conclusiones: Las distintas herramientas proporcionan diagnósticos diferentes y el rendimiento académico es dudoso que pueda verse afectado por los estilos. Estos hallazgos apuntan la necesidad de revisar los criterios para determinar los estilos de aprendizaje e intentar homogeneizarlos con objeto de conseguir una aplicación universal y trabajar con las características que definen los estilos, mejor que con las preguntas de los cuestionarios que han sido contestadas erróneamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction: The application of the theory of learning styles serves to improve those who have low score and to enable students to learn in the best conditions in any context. For this the determination of styles by the different questionnaires must be overlapping. On the other hand, the relationship between styles and academic performance is also a confusing subject.  Subjects and methods: To analyze these questions, two questionnaires (CHAEA and ILS) have been used to determine the learning styles of medical physiology students. Students&#8217; academic performance was measured at the end of the academic year with two different tests: multiple choice test and open development questions.  Results: Learning styles: CHAEA showed that students were mostly reflective, while ILS revealed that they were active. Academic performance and learning style: CHAEA&#8217;s reflective students scored higher on test-type tests and the active had lowest scores. On the other hand, ILS active students obtained significantly lower scores than the sensitive ones in the test-type test.  Conclusions: The different tools provide different diagnoses and academic performance is doubtful that can be affected by the styles. These findings point to the need to revise the criteria for determining learning styles and to attempt to homogenize them to achieve universal application and to work with the characteristics that define the styles rather than the questionnaire questions that have been wrongly answered.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[CHAEA]]></kwd>
<kwd lng="es"><![CDATA[Estilos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[ILS]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[CHAEA]]></kwd>
<kwd lng="en"><![CDATA[ILS]]></kwd>
<kwd lng="en"><![CDATA[Learning styles]]></kwd>
</kwd-group>
</article-meta>
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