<?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>S2014-98322021000300002</article-id>
<article-id pub-id-type="doi">10.33588/fem.243.1122</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de los estudiantes del grado de Odontología sobre la utilización de un sistema de respuesta interactiva (Kahoot®)]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of students in dentistry degree on the use of an interactive response system (Kahoot®)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gándara-Vila]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blanco-Carrión]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Sayáns]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reboiras-López]]></surname>
<given-names><![CDATA[M Dolores]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A2b"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallas-Torreira]]></surname>
<given-names><![CDATA[M Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A2b"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Santiago de Compostela Facultad de Medicina y Odontología Unidad Docente de Medicina Oral]]></institution>
<addr-line><![CDATA[Santiago de Compostela, A Coruña ]]></addr-line>
<country>España</country>
</aff>
<aff id="A2a">
<institution><![CDATA[,Grupo de Innovación Docente GID-12-CLOIN  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="A2b">
<institution><![CDATA[,Universidade de Santiago de Compostela Facultad de Medicina y Odontología, Área de Estomatología Departamento de Cirugía y Especialidades Médico-quirúrgicas]]></institution>
<addr-line><![CDATA[Santiago de Compostela, A Coruña ]]></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>3</numero>
<fpage>113</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322021000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322021000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322021000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. La adquisición de competencia clínica de diagnóstico en el alumnado de grado de Odontología debe potenciarse con metodologías docentes que le permitan realizar un aprendizaje continuo y autónomo de las materias clínicas.  Objetivo. El objetivo del presente trabajo es analizar la percepción de los estudiantes sobre la utilización de la herramienta Kahoot® en la asignatura de Medicina Oral (tercer curso del grado) como estrategia educativa para el reconocimiento de lesiones orales mediante la realización de una encuesta de satisfacción sobre su uso. La herramienta Kahoot® permite a los docentes plantear cuestiones de respuesta múltiple o de verdadero-falso que los alumnos deben responder en un tiempo limitado a través de sus ordenadores personales, teléfonos móviles u otros dispositivos electrónicos conectados a la red wifi. Tras cada respuesta, la herramienta registra la opción correcta y los resultados obtenidos por cada alumno/a, así como su puntuación final y la global del grupo.  Materiales y método. Empleamos Kahoot® en cinco de las unidades temáticas del programa durante las clases expositivas. Posteriormente, realizamos al alumnado un test de valoración mediante una escala de tipo Likert (1-5) para registrar la facilidad de utilización y la satisfacción de uso.  Resultados. Los resultados obtenidos en los ítems facilidad de uso del sistema (4,31 ± 0,74), motivación (4,18 ± 0,75) y capacidad para aclarar conocimientos (4,13 ± 0,61) muestran una valoración positiva por el alumnado.  Conclusiones. Esta metodología de aprendizaje a partir de juegos ha favorecido la enseñanza de conceptos teórico-prácticos y la adquisición de competencias transversales y específicas del grado de Odontología, además de fomentar la participación y el aprendizaje en el aula, lo que orienta al alumnado sobre los principales contenidos del programa y permite una evaluación interactiva de su rendimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. The acquisition of clinical diagnostic competence in undergraduate Dentistry students must be enhanced with teaching methodologies that allow them to carry out continuous and autonomous learning of clinical subjects.  Aim. The objective of this work is to analyze the students&#8217; perception of the use of the Kahoot® tool in the subject of Oral Medicine (3rd year of the Degree) as an educational strategy for the recognition of oral lesions by conducting a satisfaction survey on its use. The Kahoot® tool allows teachers to pose multiple-answer, or true-false, questions that students must answer in a limited time through their personal computers, mobile phones, or other electronic devices connected to the wifi network. After each answer, the tool records the correct option and the results obtained by each student, as well as their final score and the overall score for the group.  Materials and methods. We used Kahoot® in 5 of the thematic units of the program during the lectures/expositive classes. Subsequently, we performed an assessment test on the students using a Likert scale (1-5) to record ease of use and satisfaction with use.  Results. The results obtained in the items ease of use of the system (4.31 ± 0.74), motivation (4.18 ± 0.75) and ability to clarify knowledge (4.13 ± 0.61) show the assessment positive by the students.  Conclusions. This learning methodology based on games has favored the learning of theoretical-practical concepts and the acquisition of transversal and specific competences of the degree of Dentistry in addition to promoting participation and learning in the classroom, guiding the students on the main contents of the program allowing a interactive evaluation of student performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Kahoot]]></kwd>
<kwd lng="es"><![CDATA[Kahoot docencia]]></kwd>
<kwd lng="es"><![CDATA[Sistemas de respuesta interactiva]]></kwd>
<kwd lng="es"><![CDATA[Test]]></kwd>
<kwd lng="es"><![CDATA[Valoración de Kahoot]]></kwd>
<kwd lng="en"><![CDATA[Interactive response]]></kwd>
<kwd lng="en"><![CDATA[Kahoot]]></kwd>
<kwd lng="en"><![CDATA[Kahoot teaching-systems]]></kwd>
<kwd lng="en"><![CDATA[Test]]></kwd>
<kwd lng="en"><![CDATA[Valuation Kahoot]]></kwd>
</kwd-group>
</article-meta>
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