<?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>S2014-98322023000300006</article-id>
<article-id pub-id-type="doi">10.33588/fem.263.1282</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implementación y evaluación de un espacio digital de aprendizaje de la fisiología mediante vídeos instruccionales cortos y gamificación]]></article-title>
<article-title xml:lang="en"><![CDATA[Implementation and evaluation of a digital physiology learning space with short instructional videos and gamification]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Olaya]]></surname>
<given-names><![CDATA[Hilda L]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado-Rico]]></surname>
<given-names><![CDATA[Hernán D]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo-Toloza]]></surname>
<given-names><![CDATA[William M]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olarte-Marín]]></surname>
<given-names><![CDATA[Cristhian D]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Bucaramanga Facultad de Ciencias de la Salud Grupo de investigación GICES]]></institution>
<addr-line><![CDATA[Santander ]]></addr-line>
<country>Colombia</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>3</numero>
<fpage>121</fpage>
<lpage>127</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322023000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322023000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322023000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. Herramientas ofrecidas por las tecnologías de la información y la comunicación, como los vídeos instruccionales en línea, han ampliado las alternativas didácticas en el proceso de enseñanza y aprendizaje de la fisiología.  Objetivo. Evaluar el impacto en el aprendizaje y la satisfacción de los estudiantes en un programa de pregrado en medicina, en el que se implementó un espacio digital de aprendizaje de la fisiología que combinó el uso de vídeos cortos (microaprendizaje) y la gamificación de la evaluación del contenido de estos.  Sujetos y métodos. Diseño longitudinal prospectivo tipo pre y post. Se invitó a participar a una muestra por conveniencia de estudiantes de medicina que estaban estudiando el curso de Sistemas funcionales efectores (tercer semestre) en una universidad de Colombia. Se elaboraron vídeos introductorios de algunos temas de la fisiología en un formato corto (microaprendizaje) con autoevaluaciones previas y posteriores a ellos que incorporaban elementos de la gamificación. Se realizó una encuesta al final del estudio para conocer la percepción y la satisfacción de los estudiantes sobre la estrategia.  Resultados. Se observó una mejora en las puntuaciones de las autoevaluaciones después de la exposición al material. La encuesta mostró que la estrategia motivó el aprendizaje, así como el entusiasmo por participar de manera más activa en las clases presenciales.  Conclusiones. La combinación de elementos de varias estrategias de tecnologías de la información y la comunicación, como el microaprendizaje, con interacción en los vídeos y la gamificación de las autoevaluaciones puede fomentar el aprendizaje autodirigido de la fisiología, así como la motivación y la participación en los encuentros presenciales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. Information and communication technologies have expanded the didactic strategies in the Physiology teaching and learning process, among these alternatives are online instructional videos.  Objective. To evaluate the impact on learning and satisfaction of students of an Undergraduate Program in Medicine, where a digital space for learning Physiology was implemented. It combined short videos (microlearning) and interaction trough gamification of evaluation of their content.  Subjects and methods. A pre-post prospective longitudinal design was used. A convenience sample of medical students who were taking Functional Effector Systems course (third semester) were invited to participate. Introductory videos of some Physiology topics were made in a short format (microlearning) with pre- and post-assessments that incorporated gamification elements. A survey was carried out at the end of the study to find out perceptions and satisfaction of students regarding the strategy.  Results. An improvement in self-assessment scores was observed after exposure to the material in most of the topics. The survey showed that the strategy motivated learning, as well as enthusiasm to participate more actively in face-to-face meetings.  Conclusions. We concluded that combination of elements of various information and communication technologies strategies such as microlearning with video interaction and gamification of self-assessments can favor self-directed learning. as well as motivation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[Fisiología]]></kwd>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[Microaprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Vídeos instruccionales]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Instructional videos]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[Microlearning]]></kwd>
<kwd lng="en"><![CDATA[Online learning]]></kwd>
<kwd lng="en"><![CDATA[Physiology]]></kwd>
</kwd-group>
</article-meta>
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