<?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>S2014-98322021000300007</article-id>
<article-id pub-id-type="doi">10.33588/fem.243.1127</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño y aplicación de un programa integral en línea en Medicina durante el confinamiento por la COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Design and implementation of a Comprehensive Online Program in medicine during Covid19 lockdown]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Moral]]></surname>
<given-names><![CDATA[Roger]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alonso-Chamorro]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez-Montero]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Esteo]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herranz]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herruzo]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salinas]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Francisco de Vitoria Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Córdoba Instituto Maimónides de Investigación Biomédica (IMIBIC) ]]></institution>
<addr-line><![CDATA[Córdoba ]]></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>143</fpage>
<lpage>148</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322021000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322021000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322021000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. La crisis por la COVID-19 supuso en marzo de 2020 el cierre de las universidades del país, con interrupción total de la actividad presencial. Este estudio presenta el diseño, el desarrollo y los resultados generales de una formación totalmente en línea con un enfoque docente &#8216;autorregulativo&#8217; (enfocado al aprendizaje autónomo del alumno), que una escuela de Medicina realizó durante los meses de confinamiento (último cuatrimestre del curso 2019/2020).  Sujetos y métodos. Se describen las características educativas del Programa OnLine Ante COVID-19 para los cursos de primero y segundo de Medicina, estructuración, organización de la intervención, utilización de las herramientas y plataformas. Se comparan los resultados académicos del grupo de alumnos en los que se interviene con alumnos del curso anterior.  Resultados. De 14 asignaturas participaron 10, y 111-158 (primer curso) y 110-139 (segundo curso) alumnos. La plataforma utilizada fue Moodle. Las sesiones síncronas fueron 49. El 83,7% de alumnos realizó autoevaluaciones. Se realizaron tres foros/asignatura. Se expusieron más de 500 dudas y hubo 107 tutorías. Los resultados de los exámenes finales (global de las asignaturas) mostraron un 17,7% más de aptos y un 11,1% menos de no aptos respecto al curso anterior.  Conclusiones. El programa en su diseño (enfoque centrado en el alumno) y desarrollo (completamente en línea) se mostró viable para el desarrollo del aprendizaje &#8216;autorregulativo&#8217; no presencial. El uso de herramientas en línea habituales, una estructura académica centralizada y una organización en módulos semanales son elementos que han podido contribuir a su viabilidad y aplicación inmediata. Son necesarios nuevos estudios para comprobar el alcance real de este tipo de enfoques educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. The Covid-19 crisis led to the closure of the country&#8217;s universities in March 2020, with total interruption of face-to-face activity. This study presents the design, development and general results of a totally online training with a &#8216;self-regulatory&#8217; teaching approach, which a School of Medicine carried out during lockdown months (2019/20 last semester).  Subjects and methods. The educational features of OnLine Program Because Covid19 (POLAC) for the 1st and 2nd medicine years are described, the structure and organization of the intervention. Use of tools and web-programs and comparison of academic results between the group of these students with students from previous year.  Results. Ten out of 14 subjects participated and between 111-158 (1st) and 110-139 (2nd) students. Moodle web-program. Synchronous sessions: 49, self-evaluations carried out by 83.7% students. Forums: 3 forums / subject. Exposed doubts &gt; 500; Tutorials: 107; Results of the final exams (global of subjects): a 17.7% of increase in the number of &#8216;pass&#8217; grades and a 11.1% of decrease of &#8216;not pass&#8217; grades regarding previous year.  Conclusions. The design (student-centered approach) and development (completely online) of the POLAC is practicable for the development of non-face-to-face &#8216;self-regulatory&#8217; learning. Using common online tools, a centralized academic structure, and an organization in weekly units are elements that may contribute to viability and immediate implementation. New studies are needed to verify the real scope of this type of instructional approaches.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje autorregulativo]]></kwd>
<kwd lng="es"><![CDATA[Confinamiento]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[Formación en línea]]></kwd>
<kwd lng="es"><![CDATA[Formación no presencial]]></kwd>
<kwd lng="en"><![CDATA[Covid19]]></kwd>
<kwd lng="en"><![CDATA[Lockdown]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
<kwd lng="en"><![CDATA[Non-face-to-face training]]></kwd>
<kwd lng="en"><![CDATA[Online training]]></kwd>
<kwd lng="en"><![CDATA[Self-regulatory learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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