<?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>S2014-98322019000600002</article-id>
<article-id pub-id-type="doi">10.33588/fem.226.1031</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aula invertida en enseñanzas sanitarias: recomendaciones para su puesta en práctica]]></article-title>
<article-title xml:lang="en"><![CDATA[Flipped classroom in health teaching: recommendations for its implementation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prieto-Martín]]></surname>
<given-names><![CDATA[Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1b"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbarroja-Escudero]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1b"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lara-Aguilera]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1b"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Martín]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1b"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Gómez]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1b"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monserrat-Sanz]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1b"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corell-Almuzara]]></surname>
<given-names><![CDATA[Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez de Mon-Soto]]></surname>
<given-names><![CDATA[Melchor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1b"/>
</contrib>
</contrib-group>
<aff id="A1a">
<institution><![CDATA[,Universidad de Alcalá Departamento de Medicina y Especialidades Médicas ]]></institution>
<addr-line><![CDATA[Alcalá de Henares Madrid]]></addr-line>
<country>España</country>
</aff>
<aff id="A1b">
<institution><![CDATA[,Hospital Universitario Príncipe de Asturias  ]]></institution>
<addr-line><![CDATA[Alcalá de Henares Madrid]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valladolid Departamento de Pediatría e Inmunología, Obstetricia y Ginecología, Nutrición y Bromatología, Psiquiatría e Historia de la Ciencia Área de Inmunología]]></institution>
<addr-line><![CDATA[Valladolid ]]></addr-line>
<country>España</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>6</numero>
<fpage>253</fpage>
<lpage>262</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322019000600002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322019000600002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322019000600002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El aula invertida es un modelo de enseñanza-aprendizaje en el que los alumnos tienen el primer contacto con la información a ser aprendida fuera de clase, mediante documentos (textos y videos) que el docente les hace llegar por medios electrónicos. El tiempo de clase así ahorrado se dedica a actividades de aula que consolidan la asimilación de ese conocimiento y lo aplican a la resolución de cuestiones, casos y problemas. Este modelo de aprendizaje reduce el tiempo de instrucción directa en clase y aumenta el dedicado al aprendizaje activo. Se transfiere al alumno la responsabilidad de esforzarse inicialmente para alcanzar un nivel de comprensión básico y comunicar sus dificultades y dudas al docente. Así, el docente recibe información sobre cuáles son las dificultades y necesidades de sus alumnos y podrá adaptar las actividades que realizará en el aula para resolver las dudas manifestadas por ellos. Denominamos a esta metodología &#8216;aula invertida adaptativa&#8217;. El aula invertida logra un mayor grado de implicación de los alumnos con su aprendizaje, mejoras en la valoración de su percepción sobre la docencia recibida y, sobre todo, mejoras en sus resultados académicos. En este ar&#8216;tículo también se sopesan los beneficios y los costes del cambio desde la metodología expositiva tradicional al aula invertida adaptativa y, finalmente, se aportan recomendaciones para la puesta en práctica del aula invertida en el contexto de una enseñanza tradicional de las ciencias sanitarias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary Flipped classroom means that students have the first exposure to new information to be learned outside the classroom by mean of electronic documents (texts and videos). Next, class time is devoted to class activities which reinforce the assimilation of that knowledge by applying it to answer questions and solving cases and problems. This learning model reduces the class time devoted to direct instruction and increases the time used in active learning. It transfers to the student the responsibility of initially striving to reach a basic understanding and communicate their difficulties and doubts to the teacher. Thus, the teacher receives information about the difficulties and needs of their students and can adapt the activities they will carry out in the classroom to solve the doubts expressed by their students. We named this teaching methodology as adaptive flipped classroom. The flipped classroom achieves a greater degree of involvement of students with their learning, improvements in academic results and in their assessment of the teaching received. In this report, the benefits and costs of the change are weighed from the traditional expositive methodology to the adaptive flipped classroom and, finally, recommendations are given for the implementation of the flipped classroom in the context of a traditional teaching of health sciences.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aula invertida]]></kwd>
<kwd lng="es"><![CDATA[Aula invertida adaptativa]]></kwd>
<kwd lng="es"><![CDATA[Aula invertida enfocada en las dificultades]]></kwd>
<kwd lng="en"><![CDATA[Adaptive flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[Difficulty focused flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[Flipped classroom]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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