<?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>S2014-98322019000100005</article-id>
<article-id pub-id-type="doi">10.33588/fem.221.978</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Utilidad de la historia médico-psicológica en estudiantes que inician ciclos clínicos en la carrera de medicina como instrumento para la comprensión integral del paciente y facilitador de la alianza terapéutica]]></article-title>
<article-title xml:lang="en"><![CDATA[The utility of medical-psychological history in medical students who start rotations as a way to comprehend the patient and as a facilitator for the therapeutic alliance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejías-Vizcarro]]></surname>
<given-names><![CDATA[Juan A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beltrán-Hernández]]></surname>
<given-names><![CDATA[Lizbeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina ]]></institution>
<addr-line><![CDATA[México DF ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>27</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322019000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322019000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322019000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción: La formación del estudiante de medicina busca la adquisición de conocimientos teóricos y prácticos, actitudes ético-morales, habilidades y destrezas en la comunicación interpersonal. Tener una formación integral permitirá establecer una relación médico-paciente adecuada para ofrecer una mejor atención desde el primer contacto que tienen con él.  Sujetos y métodos: Se implementó y evaluó una experiencia vivencial en la que los estudiantes realizaron historias clínicas de tipo médico-psicológico a pacientes del hospital donde llevan a cabo sus rotaciones, sin que se encontraran presentes los profesores, agregando un comentario que reflejaba lo que experimentaron en el encuentro. Se utilizó una metodología cualitativa de tipo investigación-acción participativa. Posteriormente se analizaron los comentarios de cada estudiante y se compararon con lo encontrado en la bibliografía.  Resultados: Ante esta experiencia, la mayoría de los estudiantes se sintieron ansiosos o incómodos al indagar en temas personales como la sexualidad. Así mismo, sintieron empatía ante la enfermedad o la historia personal de cada paciente, lo que les hizo entender mejor su manera de ser, su situación y su manera de afrontarla, y comprender cómo la relación médico-paciente influye en el paciente y en su enfermedad.  Conclusión: La realización de este tipo de historia clínica por parte de los estudiantes al inicio de su formación clínica es una experiencia vivencial que deja un aprendizaje con un importante impacto emocional, pues le permite el contacto directo con el ser humano enfermo y no solamente con la enfermedad, fortaleciendo la relación médico-paciente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction: Medical students' formation needs the acquisition of theoretical and practical knowledge, ethical-moral attitudes, and interpersonal communication skills. Having a comprehensive education will establish an adequate doctor-patient relationship to offer better care since the first contact they have with them.  Subjects and methods: A qualitative methodology of participatory research-action type was used. Medical students who were beginning their clinical practice applied medical-psychological histories to patients of the hospital where they carry out their clerkships, without the teachers being present, adding a comment that reflects what they experienced after having the encounter. Subsequently, the comments of each student were analyzed and compared with what was found in the literature.  Results: Most of the students felt anxious or uncomfortable when they inquired about personal topics such as sexuality. They also felt empathy for the illness and/or personal history of each patient, which helped them understand their way of being, their situation, as well as their way of dealing with it and comprehend how the doctor-patient relationship influences the patient and in their illness.  Conclusion: Carrying out this type of medical history by the students who start their clinical training is an experience that impacts importantly on an emotional level, because it allows direct contact with the sick human being and not only with the disease, strengthening the doctor-patient relationship.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[Relación médico-paciente]]></kwd>
<kwd lng="en"><![CDATA[Doctor-patient relationship]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
</kwd-group>
</article-meta>
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