<?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>S2014-98322025000300103</article-id>
<article-id pub-id-type="doi">10.33588/fem.283.1194</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efecto de la educación a distancia y presencial en el rendimiento académico de estudiantes de Odontología]]></article-title>
<article-title xml:lang="en"><![CDATA[Effect of distance and in-present education on the academic performance of dentistry students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VERDUGO]]></surname>
<given-names><![CDATA[Bruno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[JOFRE]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERRECCIO]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOYA]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PROVOSTE]]></surname>
<given-names><![CDATA[Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Finis Terrae Facultad de Odontología ]]></institution>
<addr-line><![CDATA[Santiago de Chile ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>28</volume>
<numero>3</numero>
<fpage>103</fpage>
<lpage>108</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322025000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322025000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322025000300103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. La educación a distancia realizada en pandemia podría haber afectado a la calidad del resultado del proceso de enseñanza-aprendizaje en el estudiante.  Objetivo. El objetivo del estudio fue comparar la educación a distancia y presencial sobre el rendimiento académico de estudiantes de Odontología.  Sujetos y métodos. Diseño del estudio ex post facto con carácter descriptivo en dos cohortes de estudiantes que recibieron educación a distancia y presencial. Se comparó el rendimiento académico, definido como el porcentaje de aciertos y errores a preguntas para evaluar una asignatura clínica, según los niveles cognitivos de la taxonomía de Bloom. Para establecer diferencias, se aplicó la prueba chi cuadrado de Pearson. Un total de 87 estudiantes participaron en ambas cohortes.  Resultados. La cohorte a distancia presentó mayor proporción de respuestas con error en comparación con la cohorte presencial, con diferencias estadísticamente significativas para preguntas del nivel cognitivo de conocimiento y comprensión, no así para las de nivel de aplicación.  Conclusión. Los resultados muestran un mejor rendimiento en la cohorte con educación presencial, con diferencia para los niveles cognitivos de conocimiento y comprensión de la taxonomía de Bloom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. Distance learning during the pandemic could have affected the quality of the student&#8217;s teaching-learning outcomes.  Aim. The objective was to compare distance and in-person education on the academic performance of Dentistry students.  Subjects and methods. Design of the ex post facto study with a descriptive nature in two cohorts of students who received education: distance and in-person. Academic performance, defined as the percentage of correct answers and errors to questions to evaluate a clinical subject, was compared according to cognitive levels of Bloom&#8217;s taxonomy. To establish differences, Pearson&#8217;s chi-square test was applied. A total of 87 students participated in both cohorts.  Results. The remote cohort presented a higher proportion of answers with errors compared to the in-person cohort, with statistically significant differences for questions at the cognitive level of knowledge and understanding, but not for those at the application level.  Conclusion. The results show better performance in the cohort with in-person education, with a difference for the cognitive levels of knowledge and understanding of Bloom&#8217;s taxonomy.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje estudiantil]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de Odontología]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Taxonomía de Bloom]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[Bloom&#8217;s taxonomy]]></kwd>
<kwd lng="en"><![CDATA[Dental students]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Student learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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