<?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>S2014-98322021000200002</article-id>
<article-id pub-id-type="doi">10.33588/fem.242.1113</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Determinación de actividades profesionales confiables en una escuela de medicina en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Determination of entrustable professional activities at a school of medicine in Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segovia]]></surname>
<given-names><![CDATA[Jacqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arellano]]></surname>
<given-names><![CDATA[Fabrizio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fecci]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Diego Portales Facultad de Medicina Oficina de Educación Médica]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Diego Portales Facultad de Medicina Escuela de Medicina]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</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>2</numero>
<fpage>73</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322021000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322021000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322021000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción: La concepción actual de competencia considera que son habilidades complejas que los estudiantes desarrollarán durante su formación, lo que no necesariamente se traduce en una acción laboral concreta y genera incertidumbre en la enseñanza, el aprendizaje y la evaluación. Las actividades profesionales confiables (APROC) se definen como una unidad de práctica profesional que se puede confiar plenamente a un aprendiz, tan pronto como él o ella haya demostrado la competencia necesaria para ejecutar esta actividad con niveles crecientes de autonomía.  Objetivo: Determinar las APROC que los médicos generales formados en la Universidad Diego Portales deben ejecutar al finalizar su formación.  Sujetos y métodos: Se usó un enfoque cualitativo. La población considerada fueron internos de medicina, tutores clínicos y titulados. Se efectuaron 10 entrevistas semiestructuradas a docentes y titulados, y un grupo focal con internos de medicina. Se realizó un análisis comparativo constante hasta determinar las categorías axiales.  Resultados: Las APROC resultantes fueron las siguientes: realizar atención clínica, manejar pacientes con urgencias médicas, efectuar acciones clínicas de prevención y promoción, ejecutar procedimientos médicos diagnósticos y terapéuticos necesarios en la atención clínica, y articular los recursos involucrados en la atención del paciente.  Conclusiones: Las APROC identificadas muestran diferencias con las descritas internacionalmente para la educación médica de pregrado. El marco de las APROC permitirá dar un sustento mayor a las actividades de evaluación del aprendizaje en la carrera de medicina de la universidad, y disminuir la incertidumbre en la enseñanza y el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction: The current conception of competence considers them as complex skills that students will develop during their training, which does not necessarily translate into a concrete work action, generating uncertainty in teaching, learning and evaluation. Entrustable professional activities (EPAs) are defined as a unit of professional practice that can be fully entrusted to an apprentice, as soon as he or she has demonstrated the necessary competence to carry out this activity with increasing levels of autonomy.  Aim: To determine the EPAs that general practitioners trained in the Diego Portales University should carry out at the end of their academic training.  Subjects and methods: A qualitative approach was used, the population included were medical interns, clinical tutors and alumni. Ten semi-structured interviews with teachers and alumni, and one focus group with medical interns. Comparative-constant analysis was performed until the axial categories were determined.  Results: The resulting EPAs were the following: to perform clinical care; to manage patients with medical emergencies; to carry out clinical prevention and promotion actions; to execute the necessary diagnostic and therapeutic medical procedures in clinical care; and to articulate the resources involved in patient care.  Conclusion: The herein identified EPAs showed differences with those described internationally for undergraduate medical education. The framework of these EPAs will allow to give a greater support to the activities of evaluation of the learning in the medical career of the university, diminishing the uncertainty in the teaching and learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Actividades profesionales confiables]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Formación de pregrado]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Entrustable professional activities]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate medical education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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