<?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>S2014-98322023000100002</article-id>
<article-id pub-id-type="doi">10.33588/fem.261.1255</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Metodologías didácticas activas frente a paradigma tradicional. Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Active teaching methodologies versus traditional paradigm: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Alegría]]></surname>
<given-names><![CDATA[Fanny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fraile]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Chile Escuela de Obstetricia y Puericultura ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>5</fpage>
<lpage>12</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322023000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322023000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322023000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. El actual escenario educativo ha requerido incorporar metodologías activoparticipativas al paradigma tradicional de enseñanza-aprendizaje.  Objetivo. El estudio pretende verificar las diferencias existentes entre la aplicación de metodologías activoparticipativas y el paradigma tradicional con relación al aprendizaje de los estudiantes del área de la salud.  Material y métodos. Se realizó una revisión sistemática en las bases bibliográficas Medline, LILACS, ERIC y SciELO, utilizando la estrategia de búsqueda: &#8216;students, health occupations' AND &#8216;patient simulation' OR &#8216;standardized patient' OR &#8216;hybrid simulation' OR &#8216;high fidelity simulation training' OR &#8216;simulation Training' OR &#8216;problem based learning' OR &#8216;inverted classroom' OR &#8216;flipped classroom' AND &#8216;traditional classroom' AND learning OR &#8216;Kolb´s learning' OR &#8216;Kirkpatrick model' OR &#8216;soft skills test'.  Resultados. De los 1.085 registros identificados, se incluyeron 11 artículos para el análisis. En estos artículos, al comparar el aula tradicional con las metodologías activoparticipativas, se encontró que estas últimas obtuvieron mejores resultados en las variables aprendizaje, confianza en la adquisición del aprendizaje, pensamiento crítico y habilidades; sin embargo, no hubo significación estadística en la mayoría de los estudios.  Conclusiones. No se evidenciaron diferencias estadísticamente significativas en el aprendizaje de los estudiantes entre la utilización de las metodologías de aprendizaje activoparticipativas y el paradigma tradicional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. The current educational scenario has required incorporating active-participatory methodologies for the construction of knowledge together with students into the traditional teaching-learning paradigm.  Objective. To verify the differences between the application of active participatory methodologies with the traditional paradigm in the learning of students in the health area.  Material and methods. A systematic review was carried out in the bibliographic bases Medline, LILACS, ERIC and SciELO, using the search strategy: &#8216;students, health occupations' AND &#8216;patient simulation' OR &#8216;standardized patient' OR &#8216;hybrid simulation' OR &#8216;high fidelity simulation training' OR &#8216;simulation Training' OR &#8216;problem based learning' OR &#8216;inverted classroom' OR &#8216;flipped classroom' AND &#8216;traditional classroom' AND learning OR &#8216;Kolb´s learning' OR &#8216;Kirkpatrick model' OR &#8216;soft skills test'.  Results. Of the 1,085 records identified, 11 articles were included for analysis. In these articles, when comparing the traditional classroom with the active participatory methodologies, the latter obtained better results in the learning variables, confidence in the acquisition of learning, critical thinking and skills, but there was no statistical significance in most of the studies.  Conclusions. No statistically significant differences were found in student learning between the use of active learning methodologies and the traditional paradigm.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[Clase]]></kwd>
<kwd lng="es"><![CDATA[Entrenamiento simulado]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Metodología]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Lecture]]></kwd>
<kwd lng="en"><![CDATA[Methodology]]></kwd>
<kwd lng="en"><![CDATA[Problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[Simulation training]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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