<?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>S2014-98322020000400003</article-id>
<article-id pub-id-type="doi">10.33588/fem.234.1066</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Qué hacen los académicos de ciencias de la salud para definir los propósitos de su docencia de pregrado?]]></article-title>
<article-title xml:lang="en"><![CDATA[How do health sciences faculties define undergraduate teaching purposes?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Villalobos]]></surname>
<given-names><![CDATA[Cristhian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vaccarezza-Garrido]]></surname>
<given-names><![CDATA[Giulietta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toirkens-Niklitschek]]></surname>
<given-names><![CDATA[Josselinne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salgado-Fernández]]></surname>
<given-names><![CDATA[Horacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bastías-Vega]]></surname>
<given-names><![CDATA[Nancy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schiling-Norman]]></surname>
<given-names><![CDATA[Mary Jane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza-Riffo]]></surname>
<given-names><![CDATA[Maritza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matus-Betancourt]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción Facultad de Medicina Departamento de Educación Médica]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Sebastián Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de Temuco Dirección de Acompañamiento Académico y Socioemocional ]]></institution>
<addr-line><![CDATA[Temuco ]]></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>4</numero>
<fpage>173</fpage>
<lpage>178</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322020000400003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322020000400003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322020000400003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción: Los procesos de planificación del aprendizaje son altamente complejos, tanto para estudiantes como para docentes. Para decidir qué hacer en el aula, los docentes deben considerar el perfil de egreso de la carrera y los programas de la asignatura, pero no está claro cómo finalmente definen sus propósitos antes de realizar una clase.  Objetivo: Analizar el proceso de definición de propósitos desde los cuales el docente planifica las actividades de enseñanza de programas de pregrado de la salud.  Sujetos y métodos: Estudio cualitativo, según la teoría fundamentada. Se entrevistó a cuatro expertos en educación médica y a 25 docentes, previo consentimiento informado. Para el análisis se realizó codificación axial.  Resultados: Los propósitos de los docentes suelen expresarse en términos afines al modelo por competencias y están arraigados en la concepción de 'qué se suele enseñar', afectado por lo establecido formalmente en el plan de estudios. Su operacionalización está fuertemente influida por las concepciones personales y profesionales y las experiencias del académico. Para el docente, esto aumenta la relevancia de su labor, aunque ello signifique un menor seguimiento de las directrices definidas por su universidad.  Conclusión: El docente ejerce un rol activo en la definición de los propósitos de enseñanza, lo que es coherente con lo esperado por un docente reflexivo. Sin embargo, queda abierta la discusión de cómo los problemas en la definición de los planes de estudio formales lo llevan a realizar frecuentes adaptaciones personales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction: Learning processes planning is highly complex, both for students and teachers. Prior to decide what to do in the classroom, teachers should consider graduate profile and courses programs. But it is unclear how they finally define their purposes before taking a class.  Aim: To analyze the process of purposes definition that underlies teaching activities election for undergraduate health programs.  Subjects and methods: Qualitative study, according to the grounded theory. Four experts in medical education and 25 teachers were interviewed, prior informed consent. For data analysis, axial coding was performed.  Results: Teachers' purposes are usually expressed in terms related to competency model. They are rooted in the conception of 'what is usually taught'. It is also affected by what is formally established in the curriculum. But its operationalization is strongly affected by personal and professional conceptions and teachers' experiences. For teachers, this increases the relevance of their work, although the guidelines defined by his university are less used.  Conclusion: Teachers showed an active role in teaching purposes definition, which is consistent with what is expected by a reflexive teacher. However, the discussion of what problems in formal curricula leads him to make frequent personal adaptations remains open.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación de grado]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Profesor universitario]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Graduate education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[University teacher]]></kwd>
</kwd-group>
</article-meta>
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