<?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>S2014-98322021000600283</article-id>
<article-id pub-id-type="doi">10.33588/fem.246.1153</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El aprendizaje activo y el desarrollo de habilidades cognitivas en la formación de los profesionales de la salud]]></article-title>
<article-title xml:lang="en"><![CDATA[The active learning and the development of cognitive abilities in the academic training of health professions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durán-Pérez]]></surname>
<given-names><![CDATA[Verónica D]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Barreto]]></surname>
<given-names><![CDATA[Samuel E]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Departamento de Informática Biomédica]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Departamento de Integración de Ciencias Médicas]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>México</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>6</numero>
<fpage>283</fpage>
<lpage>290</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322021000600283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322021000600283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322021000600283&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[En esta revisión se presentan las habilidades cognitivas como el objetivo del aprendizaje activo y se explican brevemente cada una de las estrategias didácticas que facilitan su logro. Como docentes, nuestro papel es el de experto disciplinar, y para fomentar las competencias de los estudiantes de Ciencias de la Salud podemos incorporar de forma racional cada una de las estrategias que se presentan en este artículo a nuestro portafolio didáctico sin perder de vista el resultado de aprendizaje, competencia o capacidad que deseamos que nuestros estudiantes alcancen. Este documento busca ser una disonancia cognitiva para los docentes de las Ciencias de la Salud, que los invite a profundizar, evaluar y reflexionar sobre su práctica, así como sobre los resultados que han obtenido hasta ahora con las estrategias vigentes y en un futuro próximo incentivarlos a probar nuevos métodos que promuevan su creatividad en los espacios académicos; principalmente, comprender que este abanico de posibilidades permitirá dinamizar la interacción del grupo, y promover el desarrollo de habilidades interpersonales y de comunicación para la conformación de una comunidad educativa que facilite la formación integral de los futuros profesionales de la salud.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this review, cognitive skills are presented as the objective of active learning and each of the didactic strategies that facilitate their achievement are briefly explained. As teachers our role is being a disciplinary expert, and to promote the competencies of Health Sciences (HS) in the students. To achieve this, we can rationally incorporate each of the strategies presented in this article to our didactic portfolio without losing sight of the result of learning, competence, or ability that we want our students to achieve. This document seeks to be a cognitive dissonance for HS teachers, inviting them to deepen, evaluate and reflect on their practice, as well as on the results they have obtained to date with current strategies and in the near future encourage them to try new methods that trigger their creativity in academic spaces. Above all, understanding that this range of possibilities will make it possible to stimulate group interaction, promote the development of interpersonal and communication skills for the formation of an educational community that facilitates the comprehensive training of future health professionals.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje experiencial]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje situado]]></kwd>
<kwd lng="es"><![CDATA[Educación basada en competencias]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Habilidades de pensamiento]]></kwd>
<kwd lng="en"><![CDATA[Active learning]]></kwd>
<kwd lng="en"><![CDATA[Competency based education]]></kwd>
<kwd lng="en"><![CDATA[Experiential learning]]></kwd>
<kwd lng="en"><![CDATA[Learning strategies]]></kwd>
<kwd lng="en"><![CDATA[Situated learning]]></kwd>
<kwd lng="en"><![CDATA[Thinking skills]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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