<?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>S2014-98322021000100010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una experiencia de tipo aprendizaje basado en problemas en la asignatura Farmacología Médica Aplicada del grado de Medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[A problem-based learning (PBL) type experience in the subject of Applied Medical Pharmacology in Medical degree]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendiguren]]></surname>
<given-names><![CDATA[Aitziber]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pineda]]></surname>
<given-names><![CDATA[Joseba]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU) Facultad de Medicina y Enfermería Departamento de Farmacología]]></institution>
<addr-line><![CDATA[Leioa ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>48</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322021000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322021000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322021000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. Una de las competencias profesionales más importantes en el grado de Medicina es la prescripción racional de medicamentos basada en criterios científicos y éticos. En 2009-2010 implementamos una experiencia de tipo aprendizaje basado en problemas (ABP) en una asignatura de 5.º curso del grado de Medicina con el fin de mejorar la adquisición de dicha competencia, y durante 10 años analizamos el rendimiento académico y la opinión del alumnado.  Métodos. Obtuvimos los indicadores de satisfacción por la asignatura, percepción sobre el ABP y rendimiento académico en el período 2009-2019 y los comparamos con los cursos previos (2005-2009) en la asignatura Farmacología Médica Aplicada en las unidades docentes de Basurto y Donostia (Universidad del País Vasco/Euskal Herriko Unibertsitatea).  Resultados. Durante los cursos 2009-2019, la satisfacción global del alumnado sobre la asignatura fue más favorable que en los cursos 2005-2009 en todas las dimensiones medidas. Respecto al ABP, el alumnado percibió como positivo su diseño y su capacidad para desarrollar competencias transversales y específicas. La calificación media del alumnado en la asignatura disminuyó ligeramente, pero aumentó la tasa de evaluación.  Conclusión. Las metodologías activas de tipo ABP permitieron trabajar las competencias transversales y específicas de la asignatura. El alumnado fue consciente del desarrollo de estas competencias y lo hizo con una mejora de opinión sobre las distintas dimensiones de la asignatura y con pocos cambios en el rendimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. One of the most important professional competence in Medical degree is the rational prescription of drugs based on scientific and ethical criteria. In 2009-10, a Problem Based Learning type experience was implemented in a subject of the fifth year of Medical degree to increase the acquisition of the competence. In the following ten years, the academic performance and opinion of students were analysed.  Methods. We obtained satisfaction indicators for the subject of Applied Medical Pharmacology, PBL perception of the students and their academic performance in the teaching Unities of Basurto and Donostia (UPV/EHU) during the period 2009-19 and compared them with those in previous years (2005-09).  Results. During 2009-19, the global satisfaction of the students for the subject was more favorable for all measured dimensions With regard to the PBL experience, the students perceive its design and its capacity to develop transversal and specific competencies as positive. The average score of the students in the subject decreased slightly but the evaluation rate increased.  Conclusions. PBL type active methodologies enable to work transversal and specific competencies of the subject. The student were conscious of the development of these competencies and had better opinion on different dimensions of the subject with little changes in their performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[Competencias específicas]]></kwd>
<kwd lng="es"><![CDATA[Competencias transversales]]></kwd>
<kwd lng="es"><![CDATA[Farmacología médica aplicada]]></kwd>
<kwd lng="es"><![CDATA[Medicina]]></kwd>
<kwd lng="es"><![CDATA[Prescripción racional]]></kwd>
<kwd lng="es"><![CDATA[Universidad del País Vasco]]></kwd>
<kwd lng="en"><![CDATA[Applied medical pharmacology]]></kwd>
<kwd lng="en"><![CDATA[Medicine]]></kwd>
<kwd lng="en"><![CDATA[Problem based learning]]></kwd>
<kwd lng="en"><![CDATA[Rational prescription]]></kwd>
<kwd lng="en"><![CDATA[Specific competencies]]></kwd>
<kwd lng="en"><![CDATA[Transversal competencies]]></kwd>
<kwd lng="en"><![CDATA[University of the Basque Country]]></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[Barrows]]></surname>
<given-names><![CDATA[HS]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problem-based learning in medicine and beyond: a brief overview]]></article-title>
<source><![CDATA[New Directions for Teaching and Learning]]></source>
<year>1996</year>
<volume>68</volume>
<page-range>3-12</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[Woods]]></surname>
<given-names><![CDATA[DF]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[ABC of learning and teaching in medicine:problem based learning]]></article-title>
<source><![CDATA[BMJ]]></source>
<year>2003</year>
<volume>326</volume>
<page-range>328-30</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez Suárez]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Higuera Ramírez]]></surname>
<given-names><![CDATA[FJ]]></given-names>
</name>
<name>
<surname><![CDATA[De Anda Becerril]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación médica:aprendizaje basado en problemas]]></source>
<year>2003</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Médica Panamericana]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bodagh]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Bloomfield]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Ricketts]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problem-based learning:a review]]></article-title>
<source><![CDATA[Br J Hosp Med]]></source>
<year>2017</year>
<volume>78</volume>
<page-range>11</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[Kilgour]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<name>
<surname><![CDATA[Grundy]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Monrouxe]]></surname>
<given-names><![CDATA[LV]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A rapid review of the factors affecting healthcare students' satisfaction with small-group, active learning methods]]></article-title>
<source><![CDATA[Teach Learn Med]]></source>
<year>2016</year>
<volume>28</volume>
<page-range>15-25</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[Habib]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Baig]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Mansuri]]></surname>
<given-names><![CDATA[FA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Opinion of medical students regarding problem based learning]]></article-title>
<source><![CDATA[J Pak Med Assoc]]></source>
<year>2006</year>
<volume>56</volume>
<page-range>430-2</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[Miles]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Kellet]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Leinster]]></surname>
<given-names><![CDATA[SJ]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Medical graduates' preparedness to practice:a comparison of undergraduate medical school training]]></article-title>
<source><![CDATA[BMC Med Educ]]></source>
<year>2017</year>
<volume>17</volume>
<page-range>33</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[Wun]]></surname>
<given-names><![CDATA[YT]]></given-names>
</name>
<name>
<surname><![CDATA[Tse]]></surname>
<given-names><![CDATA[EY]]></given-names>
</name>
<name>
<surname><![CDATA[Lam]]></surname>
<given-names><![CDATA[TP]]></given-names>
</name>
<name>
<surname><![CDATA[Lam]]></surname>
<given-names><![CDATA[CL]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[PBL curriculum improves medical students' participation in small-group tutorials]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2007</year>
<volume>29</volume>
<page-range>198-203</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[Van Mook]]></surname>
<given-names><![CDATA[WN]]></given-names>
</name>
<name>
<surname><![CDATA[Gorter]]></surname>
<given-names><![CDATA[SL]]></given-names>
</name>
<name>
<surname><![CDATA[Kieboom]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[Castermans]]></surname>
<given-names><![CDATA[MG]]></given-names>
</name>
<name>
<surname><![CDATA[de Feijter]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[de Grave]]></surname>
<given-names><![CDATA[WS]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Poor professionalism identified through investigation of unsolicited healthcare complaints Postgrad]]></article-title>
<source><![CDATA[Med J]]></source>
<year>2012</year>
<volume>1042</volume>
<page-range>443-50</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[Feeley]]></surname>
<given-names><![CDATA[AM]]></given-names>
</name>
<name>
<surname><![CDATA[Biggerstaff]]></surname>
<given-names><![CDATA[DL]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exam success at undergraduate and graduate-entry medical schools:is learning style or learning approach more important? A critical review exploring links between academic success, learning styles, and learning approaches among school-leaver entry ('traditional') and graduate-entry ('nontraditional') medical students]]></article-title>
<source><![CDATA[Teach Learn Med]]></source>
<year>2015</year>
<volume>27</volume>
<page-range>237-44</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
