<?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>S2014-98322022000100002</article-id>
<article-id pub-id-type="doi">10.33588/fem.251.1162</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectividad del portafolio virtual autorreflexivo en el aprendizaje autodirigido de los estudiantes de Cirugía I de la Escuela de Medicina de la Universidad Privada Antenor Orrego en Trujillo, Perú]]></article-title>
<article-title xml:lang="en"><![CDATA[Effectiveness of the self-reflective virtual portfolio in the self-directed learning of Surgery I students of the School of Medicine of the Antenor Orrego Private University in Trujillo, Peru]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Plasencia]]></surname>
<given-names><![CDATA[Juan A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Vera]]></surname>
<given-names><![CDATA[Sandra A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Privada Antenor Orrego Escuela de Medicina ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>5</fpage>
<lpage>11</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322022000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322022000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322022000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. El portafolio educativo sirve como instrumento usado en el proceso de desarrollo de capacidades reflexivas y de aprendizaje autodirigido (AAD) en la formación de profesionales de la salud. El objetivo de la presente investigación de tipo pretest y postest de un solo grupo fue evaluar la efectividad del portafolio virtual autorreflexivo en el aprendizaje autodirigido en los estudiantes del curso de Cirugía I en el semestre académico 2019-I de la Escuela de Medicina de la Universidad Privada Antenor Orrego.  Material y métodos. Se analizó una base de datos que incluyó a 189 estudiantes (75 hombres y 114 mujeres). Para la evaluación del AAD se utilizó la escala validada de Fisher, King y Tague, conformada por tres dimensiones y 40 ítems (autogestión: 13 ítems; deseo de aprendizaje: 12 ítems, y autocontrol: 15 ítems).  Resultados. En esta cohorte de estudiantes hubo un incremento significativo en la puntuación global del AAD al final del curso, en comparación con su nivel inicial después de la aplicación del portafolio virtual autorreflexivo (p = 0). Asimismo, este instrumento fue efectivo en la mejora en las dimensiones autogestión (p = 0), deseo de aprendizaje (p = 0) y autocontrol (p = 0).  Conclusión El portafolio autorreflexivo es una herramienta educativa efectiva en la mejora del AAD.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. The educational portfolio serves as an instrument used in the process of development of reflective capacities and self-directed learning (SDL) in the training of health professionals. The objective of the present investigation of a single group pre-test and post-test type was to evaluate the effectiveness of the self-reflective virtual portfolio in self-directed learning in students of the Surgery I course in the academic semester 2019-I of the Universidad Privada Antenor Orrego School of Medicine, Trujillo, Perú.  Material and methods. A database that included 189 students (75 men and 114 women) was analyzed. For the evaluation of the SDL, the validated scale of Fisher, King and Tague was used, made up of three dimensions and 40 items (self-management: 13 items, desire to learn: 12 items, and self-control: 15 items).  Results. In this cohort of students, there was a significant increase in the overall SDL score at the end of the course, compared to its initial level, after the application of the self-reflective virtual portfolio (p = 0). Likewise, this instrument was effective in improving the dimensions of self-management (p = 0), desire to learn (p = 0) and self-control (p = 0).  Conclusion. The self-reflective portfolio is an effective educational tool in enhancing SDL.]]></p></abstract>
<kwd-group>
Aprendizaje autodirigido]]></kwd>
Autocontrol]]></kwd>
Autogestión]]></kwd>
Educación médica]]></kwd>
Portafolio]]></kwd>
Pregrado]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[Portfolio]]></kwd>
<kwd lng="en"><![CDATA[Self-control]]></kwd>
<kwd lng="en"><![CDATA[Self-directed learning]]></kwd>
<kwd lng="en"><![CDATA[Self-management]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate]]></kwd>
</kwd-group>
</article-meta>
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