<?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>S2014-98322021000500245</article-id>
<article-id pub-id-type="doi">10.33588/fem.245.1144</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Nivel de satisfacción de los estudiantes de bioquímica sobre la metodología de aula invertida aplicada durante la pandemia por COVID-19 en una escuela de enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[Level of satisfaction of biochemistry students about the flipped classroom methodology applied during the COVID-19 pandemic, in a nursing school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ñique-Carbajal]]></surname>
<given-names><![CDATA[César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Manchay]]></surname>
<given-names><![CDATA[Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica Santo Toribio de Mogrovejo Departamento de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Chiclayo ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica Santo Toribio de Mogrovejo Escuela de Enfermería ]]></institution>
<addr-line><![CDATA[Chiclayo ]]></addr-line>
<country>Perú</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>5</numero>
<fpage>245</fpage>
<lpage>249</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322021000500245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322021000500245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322021000500245&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción y objetivos. El presente trabajo muestra los resultados de la aplicación del aula invertida en la enseñanza de bioquímica para los estudiantes de la escuela de Enfermería de la Universidad Católica Santo Toribio de Mogrovejo durante el semestre académico 2020-II, período caracterizado por el confinamiento y el distanciamiento social ocasionado por la pandemia de COVID-19. El objetivo fue evaluar el nivel de satisfacción en los estudiantes de la aplicación del aula invertida durante el desarrollo de la asignatura.  Sujetos y métodos. Estudio descriptivo de corte transversal, el cual se aplicó a una muestra conformada por 31 estudiantes, a quienes se les administró un instrumento que midió la percepción de los estudiantes sobre la implementación del aula invertida en sus tres dimensiones: planificación y expectativas, metodología y evaluación.  Resultados. Se encontró que para el 100% de los estudiantes, la estrategia fue adecuada en su proceso formativo. La dimensión evaluación relacionada con el nivel de estrés fue la que menor valoración recibió por los estudiantes.  Conclusiones. El aula invertida tiene un impacto directo en aspectos relevantes vinculados al aprendizaje, de ahí que sea clave su promoción en el contexto formativo universitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction and aims. This work shows the results of the application of the flipped classroom in the teaching of biochemistry for the students of the nursing school of the Santo Toribio de Mogrovejo Catholic University during the 2020-II academic semester, a period characterized by confinement and distancing social caused by the COVID-19 pandemic. The objective was to evaluate the level of satisfaction in students regarding the application of the flipped classroom during the development of the subject.  Subjects and methods. Descriptive cross-sectional study which was applied to a sample made up of 31 students, who were administered an instrument that measured the students&#8217; perception of the implementation of the flipped classroom in its three dimensions: planning and expectations, methodology and evaluation.  Results. It was found that for all of the students the strategy was adequate in their training process. The evaluation dimension related to the level of stress was the one with the lowest mean value in the student responses.  Conclusions. The flipped classroom has a direct impact on relevant aspects related to learning, hence its promotion in the university training context is key.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aula invertida]]></kwd>
<kwd lng="es"><![CDATA[Bioquímica]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Enfermería]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="en"><![CDATA[Biochemistry]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[Nursing]]></kwd>
<kwd lng="en"><![CDATA[Student perception]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></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[Carrillo]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Assunção]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[COVID-19 and teacher education:a literature review of online teaching and learning practices]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2020</year>
<volume>43</volume>
<page-range>466-87</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[Tang]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Abuhmaid]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Olaimat]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Oudat]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Aldhaeebi]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Bamanger]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Efficiency of flipped classroom with online-based teaching under COVID-19]]></article-title>
<source><![CDATA[Interactive Learning Environments]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villanueva]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Calcina]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Chipa]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Fuentes]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Suxso]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Satisfacción del estudiante respecto a la educación virtual en tiempos de COVID-19]]></article-title>
<source><![CDATA[Scientiarvm]]></source>
<year>2020</year>
<volume>6</volume>
<page-range>13-7</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ñique]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Una nueva forma de aprender bioquímica:metodología del caso]]></article-title>
<source><![CDATA[Revista Educación Médica]]></source>
<year>2020</year>
<volume>21</volume>
<page-range>40-4</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[Kasat]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Deshmukh]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Muthiyan]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Gugapriya]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Tarnekar]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Sontakke]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Role of flipped classroom method in short and long term retention in anatomy]]></article-title>
<source><![CDATA[medRxiv]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[BZ]]></given-names>
</name>
<name>
<surname><![CDATA[Cao]]></surname>
<given-names><![CDATA[NW]]></given-names>
</name>
<name>
<surname><![CDATA[Ren]]></surname>
<given-names><![CDATA[CX]]></given-names>
</name>
<name>
<surname><![CDATA[Chu]]></surname>
<given-names><![CDATA[XJ]]></given-names>
</name>
<name>
<surname><![CDATA[Zhou]]></surname>
<given-names><![CDATA[HY]]></given-names>
</name>
<name>
<surname><![CDATA[Guo]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Flipped classroom improves nursing students' theoretical learning in China:a meta-analysis]]></article-title>
<source><![CDATA[PLoS ONE]]></source>
<year>2020</year>
<volume>15</volume>
</nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guraya]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation]]></article-title>
<source><![CDATA[J Taibah Univ Med Sci]]></source>
<year>2020</year>
<volume>15</volume>
<page-range>253-4</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[Prieto-Martín]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Barbarroja-Escudero]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Lara-Aguilera]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Díaz-Martín]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez-Gómez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Monserrat-Sanz]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aula invertida en enseñanzas sanitarias:recomendaciones para su puesta en práctica]]></article-title>
<source><![CDATA[FEM]]></source>
<year>2019</year>
<volume>22</volume>
<page-range>253-62</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[Yen]]></surname>
<given-names><![CDATA[TF]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The performance of online teaching for flipped classroom based on COVID-19 aspect]]></article-title>
<source><![CDATA[AJESS]]></source>
<year>2020</year>
<volume>8</volume>
<page-range>57-64</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[Verma]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Verma]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Garg]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Godara]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Online teaching during COVID-19:perception of medical undergraduate students]]></article-title>
<source><![CDATA[Indian J Surg]]></source>
<year>2020</year>
<volume>82</volume>
<page-range>299-300</page-range></nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cuevas]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Gabarda]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Cívico]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Colomo]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Flipped classroom in COVID-19 times:a cross-talking perspective]]></article-title>
<source><![CDATA[IJERI]]></source>
<year>2020</year>
<volume>15</volume>
<page-range>326-41</page-range></nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reinoso-González]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Hechenleiter-Carvallo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepción de los estudiantes de kinesiología sobre la innovación metodológica mediante flipped classroom utilizando Kahoot como herramienta de evaluación]]></article-title>
<source><![CDATA[FEM]]></source>
<year>2020</year>
<volume>23</volume>
<page-range>63-7</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Opazo]]></surname>
<given-names><![CDATA[AR]]></given-names>
</name>
<name>
<surname><![CDATA[Acuña]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[MP]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluación de metodología flipped classroom: primera experiencia]]></article-title>
<source><![CDATA[IJTEI]]></source>
<year>2016</year>
<volume>2</volume>
<page-range>90-9</page-range></nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hechenleitner-Carvallo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Ramírez-Chamorro]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepción de satisfacción de los estudiantes de enfermería frente a la utilización del método flipped classroom]]></article-title>
<source><![CDATA[FEM]]></source>
<year>2019</year>
<volume>22</volume>
<page-range>293-8</page-range></nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Betihavas]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Bridgman]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Kornhaber]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Cross]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The evidence for 'flipping out' :a systematic review of the flipped classroom in nursing education]]></article-title>
<source><![CDATA[Nurse Educ Today]]></source>
<year>2016</year>
<volume>38</volume>
<page-range>15-21</page-range></nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Araos-Baeriswyl]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Moll-Manzur]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Paredes]]></surname>
<given-names><![CDATA[Á]]></given-names>
</name>
<name>
<surname><![CDATA[Landeros]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprendizaje invertido:una metodología docente en tiempos de pandemia]]></article-title>
<source><![CDATA[Aten Primaria]]></source>
<year>2021</year>
<volume>53</volume>
</nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[König]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Jäger-Biela]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Glutsch]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Adapting to online teaching during COVID-19 school closure:teacher education and teacher competence effects among early career teachers in Germany]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2020</year>
<volume>43</volume>
<page-range>608-22</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Singh]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Arya]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A hybrid flipped-classroom approach for online teaching of biochemistry in developing countries during COVID-19 crisis]]></article-title>
<source><![CDATA[Biochem Mol Biol Educ]]></source>
<year>2020</year>
<volume>48</volume>
<page-range>502-3</page-range></nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Prieto]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Barabaroja]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Álvarez]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Corell]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Eficacia del modelo de aula invertida (flipped classroom)en la enseñanza universitaria:una síntesis de las mejores evidencias]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>2021</year>
<volume>391</volume>
<page-range>149-77</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
