<?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>S2014-98322023000200004</article-id>
<article-id pub-id-type="doi">10.33588/fem.262.1266</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Realidad y ficción en neurociencias. Prevalencia de neuromitos entre docentes universitarios de ciencias de la salud]]></article-title>
<article-title xml:lang="en"><![CDATA[Fact and fiction in neuroscience. Prevalence of neuromyths among university professors of health sciences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Véliz]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kunakov-Pérez]]></surname>
<given-names><![CDATA[Natasha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile Facultad de Medicina Departamento Educación Ciencias de la Salud]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Chile Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundación Cien, Cultura y Ciudad  ]]></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>2</numero>
<fpage>67</fpage>
<lpage>73</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322023000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322023000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322023000200004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. Desde la década de los noventa, muchos docentes han mostrado un creciente interés por las neurociencias y por la pronta aplicación de los hallazgos neurocientíficos a la educación en al aula, lo cual ha acarreado la proliferación de numerosos neuromitos.  Objetivo. Evaluar la prevalencia de neuromitos y el conocimiento sobre el funcionamiento del cerebro entre participantes en un programa de perfeccionamiento en educación en ciencias de la salud, todos ellos profesionales de la salud y profesores universitarios.  Sujetos y métodos. El 88% de un total de 197 participantes de cuatro cohortes respondió un cuestionario en línea con 21 afirmaciones acerca del funcionamiento del cerebro, entre las cuales había algunos neuromitos. Se realizó un análisis de frecuencias para cada respuesta obtenida en las diferentes cohortes involucradas en el estudio y una comparación en la muestra general utilizando la prueba de chi cuadrado.  Resultados. El 76,6% de los participantes respondió correctamente la mayoría de las afirmaciones sobre el conocimiento de la función cerebral y fue capaz de reconocer algunos de los neuromitos planteados. Cuatro aseveraciones (tres neuromitos y una acerca del funcionamiento cerebral) tuvieron un rendimiento por debajo del 50% (29,2%). Éstas fueron respondidas de forma incorrecta por el 56,3%, y alrededor del 15% de los participantes declaró no saber la respuesta correcta; incluso en dos de ellas el desconocimiento superó el 20%.  Conclusiones. Un adecuado conocimiento sobre el funcionamiento del cerebro por parte de los profesores puede permitirles reconocer algunos neuromitos que podrían afectar de manera negativa a su práctica pedagógica, influenciando su desempeño y resultados académicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. Since the 1990s, many teachers have had a growing interest in neuroscience and in the early application of neuroscientific findings to education in the classroom, which has led to the proliferation of numerous neuromyths.  Objective. To assess the prevalence of neuromyths and knowledge about the functioning of the brain among participants in an improvement program in Health Sciences Education, all of them health professionals and university professors.  Subjects and methods. 88% of a total of 197 participants from four cohorts answered an online questionnaire with 21 sentences about the functioning of the brain, including some neuromyths. A frequency analysis was performed for each response obtained in the different cohorts involved in the study and a comparison in the general sample using the chi-square test.  Results. 76.6% of the participants answered most of the statements about knowledge of brain function correctly and were able to recognize some of the neuromyths posed. Four statements (three neuromyths and one about brain function) had a performance below 50% (29.2%). These were answered incorrectly by 56.3%, and around 15% of the participants stated that they did not know the correct answer, even in two of them the ignorance exceeded 20%.  Conclusions. An adequate knowledge of the functioning of the brain by teachers can allow them to recognize some neuromyths that could negatively affect their pedagogical practice, influencing their performance and academic results.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Neurociencias]]></kwd>
<kwd lng="es"><![CDATA[Neuroeducación]]></kwd>
<kwd lng="es"><![CDATA[Neuromitos]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Neuroeducation]]></kwd>
<kwd lng="en"><![CDATA[Neuromyths]]></kwd>
<kwd lng="en"><![CDATA[Neurosciences]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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