<?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>S2014-98322020000200003</article-id>
<article-id pub-id-type="doi">10.33588/fem.232.1044</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de los estudiantes de kinesiología sobre la innovación metodológica mediante flipped classroom utilizando Kahoot como herramienta de evaluación]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of physiotherapist students about methodological innovation through flipped classroom using Kahoot as an evaluation tool]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reinoso-González]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hechenleiter-Carvallo]]></surname>
<given-names><![CDATA[Marcela I]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>63</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322020000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322020000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322020000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: La utilización de flipped classroom resulta una alternativa efectiva para fomentar el aprendizaje activo en estudiantes de kinesiología. Proporciona un cambio de rol en el proceso de enseñanza del docente y minimiza la instrucción directa y la exposición de contenidos, reemplazándolas por experiencias clínicas de resolución en aula e impulsando el protagonismo de los estudiantes.  Sujetos y métodos: Se aplicó la escala de percepción del módulo con innovación metodológica, previo consentimiento informado, a una muestra de 73 estudiantes de segundo año de kinesiología de la Universidad Católica de la Santísima Concepción, Chile.  Resultados: Los estudiantes perciben que el método utilizado en la unidad didáctica favorece el recuerdo de conocimientos previos (77%) y la adquisición y retención de nuevos conocimientos (73%), y permite la reflexión sobre los temas trabajados (73%). Además, los estudiantes afirman que los objetivos de la asignatura fueron claros (73%) y destacan la aplicación de Kahoot como una herramienta adecuada para evaluar el aprendizaje (73%).  Conclusión: Los estudiantes perciben positivamente la implementación del método activo de flipped classroom y Kahoot como herramientas de enseñanza y evaluación, respectivamente, destacando su aporte efectivo en el aprendizaje activo y reflexivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary  Introduction: The use of the inverted classroom is an effective alternative to promote active learning in physiotherapy students. The inverted classroom provides a role change in the teacher's teaching process, minimizes direct instruction and content exposure, replacing them clinical experiences classroom resolution, thrusting the leadership of students.  Subjects and methods: The Perception Scale of the Module with Methodological Innovation was applied, with the prior informed consent to a sample of 73 second-year kinesiology students from the Catholic University of Santa Concepción, Chile.  Results: Students perceive that the method used in the teaching unit favors the recall of previous knowledge (77%), the acquisition and retention of new knowledge (73%) and allows reflection on the topics worked (73%). In addition, the students affirm that the objectives of the subject were clear (73%) and emphasize that Kahoot application is an adequate tool to evaluate learning (73%).  Conclusion: Students perceive positively the implementation of the active method of inverted classroom with Kahoot as teaching and evaluation tools, respectively, highlighting their effective contribution in active and reflective learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Clase invertida]]></kwd>
<kwd lng="es"><![CDATA[Innovación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Metodología activa]]></kwd>
<kwd lng="en"><![CDATA[Active methodology]]></kwd>
<kwd lng="en"><![CDATA[Flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical innovation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bridges]]></surname>
<given-names><![CDATA[PH]]></given-names>
</name>
<name>
<surname><![CDATA[Carter]]></surname>
<given-names><![CDATA[VM]]></given-names>
</name>
<name>
<surname><![CDATA[Phillips]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Chong]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Conwell]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Hensley]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competencies for 2020: revalidation of the curricular competencies of the Emory University Doctor of Physical Therapy Program]]></article-title>
<source><![CDATA[Universal Journal of Educational Research]]></source>
<year>2013</year>
<volume>1</volume>
<page-range>228-39</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lowdermilk]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Lampley]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Tweed]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning styles of physical therapy and physical therapy assistant students in accredited physical therapy programs]]></article-title>
<source><![CDATA[J Learn High Educ]]></source>
<year>2017</year>
<volume>13</volume>
<page-range>73-80</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Méndez]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[DR]]></given-names>
</name>
<name>
<surname><![CDATA[Jesús]]></surname>
<given-names><![CDATA[MI De]]></given-names>
</name>
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El aula de la educación superior: un enfoque comparado desde la visión y misión de la universidad tradicional y la multiversidad compleja]]></article-title>
<source><![CDATA[EDUCERE]]></source>
<year>2008</year>
<volume>12</volume>
<page-range>41-52</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Missildine]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Fountain]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Summers]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Gosselin]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Flipping the classroom to improve student performance and satisfaction]]></article-title>
<source><![CDATA[J Nurs Educ]]></source>
<year>2013</year>
<volume>52</volume>
<page-range>597-9</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Srilatha]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Flipped classrooms: advantages and disadvantages]]></article-title>
<source><![CDATA[IJIRAH]]></source>
<year>2018</year>
<volume>3</volume>
<page-range>307-9</page-range></nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sole]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Schneiders]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Hébert-Losier]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[MA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perceptions by physiotherapy students and faculty staff of a multimedia learning resource for musculoskeletal practical skills teaching]]></article-title>
<source><![CDATA[New Zealand Journal of Physiotherapy]]></source>
<year>2013</year>
<volume>41</volume>
<page-range>58-64</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barnes]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Kahoot! in the classroom: student engagement technique]]></article-title>
<source><![CDATA[Nurse Educ]]></source>
<year>2017</year>
<volume>42</volume>
<page-range>280</page-range></nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tan]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Yue]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[Fu]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effectiveness of flipped classrooms in nursing education: systematic review and meta-analysis]]></article-title>
<source><![CDATA[Chinese Nursing Research]]></source>
<year>2017</year>
<volume>4</volume>
<page-range>192-200</page-range></nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Liebert]]></surname>
<given-names><![CDATA[CA]]></given-names>
</name>
<name>
<surname><![CDATA[Mazer]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Bereknyei Merrell]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Lin]]></surname>
<given-names><![CDATA[DT]]></given-names>
</name>
<name>
<surname><![CDATA[Lau]]></surname>
<given-names><![CDATA[JN]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student perceptions of a simulation-based flipped classroom for the surgery clerkship: a mixed-methods study]]></article-title>
<source><![CDATA[Surgery]]></source>
<year>2016</year>
<volume>160</volume>
<page-range>591-8</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gopalan]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Klann]]></surname>
<given-names><![CDATA[MC]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of flipped teaching combined with modified team-based learning on student performance in physiology]]></article-title>
<source><![CDATA[Adv Physiol Educ]]></source>
<year>2017</year>
<volume>41</volume>
<page-range>363-7</page-range></nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Foldnes]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The flipped classroom and cooperative learning: evidence from a randomised experiment]]></article-title>
<source><![CDATA[Act Learn High Educ]]></source>
<year>2016</year>
<volume>17</volume>
<page-range>39-49</page-range></nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[See]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Conry]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Flip My Class! A faculty development demonstration of a flipped-classroom]]></article-title>
<source><![CDATA[Currents and Pharmacy Teaching and Learning]]></source>
<year>2014</year>
<volume>6</volume>
<page-range>585-8</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hinojo-Lucena]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Aznar-Díaz]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Romero-Rodríguez]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<name>
<surname><![CDATA[Marín-Marín]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influencia del aula invertida en el rendimiento académico. Una revisión sistemática]]></article-title>
<source><![CDATA[Campus Virtuales]]></source>
<year>2019</year>
<volume>8</volume>
<page-range>9-18</page-range></nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bastías-Vega]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[Intervención instruccional didáctica en una asignatura de primeros auxilios para alumnos de educación física de la Universidad de Concepción]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Concepción ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Concepción]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aguilera-Ruiz]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Manzano-León]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez-Moreno]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Lozano-Segura]]></surname>
<given-names><![CDATA[MC]]></given-names>
</name>
<name>
<surname><![CDATA[Casiano Yanicelli]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El modelo flipped classroom]]></article-title>
<source><![CDATA[International Journal of Developmental and Educational Psychology: INFAD Revista de Psicología]]></source>
<year>2017</year>
<volume>4</volume>
<page-range>261-6</page-range></nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Simpson]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Richards]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Flipping the classroom to teach population health: increasing the relevance]]></article-title>
<source><![CDATA[Nurse Educ Pract]]></source>
<year>2015</year>
<volume>15</volume>
<page-range>162-7</page-range></nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gibbons]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stress, eustress and the National Student Survey]]></article-title>
<source><![CDATA[Psychology Teaching Review]]></source>
<year>2015</year>
<volume>21</volume>
<page-range>86-92</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González-Beltrán]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aplicación del modelo educativo flipped classroom con soporte de la plataforma Edmodo]]></article-title>
<source><![CDATA[PAG Revista Iberoamericana de Producción Académica y Gestión Educativa]]></source>
<year>2017</year>
<volume>4</volume>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
