<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000300147</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.9</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre formación investigativa, fortalecimiento del aprendizaje autónomo y gestión del tiempo en educación médica de pregrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between research training, the strengthening of autonomous learning and time management in undergraduate medical education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre a formação em investigação, o fortalecimento da aprendizagem autônoma e a gestão do tempo na graduação em medicina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Sánchez]]></surname>
<given-names><![CDATA[Lina María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina-Valencia]]></surname>
<given-names><![CDATA[Juliana Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Padilla]]></surname>
<given-names><![CDATA[Libia María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Rodríguez]]></surname>
<given-names><![CDATA[Juan Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaramillo-Jaramillo]]></surname>
<given-names><![CDATA[Laura Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pontificia Bolivariana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pontificia Bolivariana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pontificia Bolivariana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Pontificia Bolivariana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Pontificia Bolivariana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>147</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  En educación médica es importante el desarrollo de competencias que propicien el aprender a aprender a través de estrategias flexibles como la formación investigativa.  Objetivo. Determinar la relación entre formación investigativa, fortalecimiento del aprendizaje autónomo y gestión del tiempo en estudiantes de medicina.  Metodología.  Diseño mixto, componente cuantitativo (transversal analítico) y componente cualitativo (grupos focales y entrevista). Se incluyeron 110 estudiantes de los últimos semestres, que firmaron consentimiento informado. Se aplicaron tres instrumentos: sociodemográfico-académico, escala de preparación al aprendizaje independiente y manejo del tiempo. Se realizó análisis descriptivo de las variables y se compararon los puntajes obtenidos, entre estudiantado vinculado o no a procesos de investigación, mediante la prueba t de student.  Resultados.  De los sujetos participantes, 60,6% fueron mujeres; 94,5% no trabajaban, y 85,5% provienen de colegio particular pagado. En su mayoría, el estudiantado posee acceso a computador e internet, 96,4% y 98,2%, respectivamente. El estudiantado vinculado a procesos de investigación obtuvo puntajes más altos en la escala de aprendizaje independiente que aquel no vinculado (diferencia medias: 7, IC95%:1-13, p=0,02), en aspectos relacionados con el deseo de aprender (p=0,004). De igual manera, hubo diferencias marginales en la gestión del tiempo (diferencia medias: 4,3, IC95%:0,2-8,5; p=0,04), relacionadas con planificación a corto plazo (p=0,03). En las entrevistas y grupos focales el estudiantado resaltó las competencias en análisis crítico desarrolladas en los cursos de investigación.  Conclusiones.  El estudiantado vinculado a investigación tiene mayores puntajes en la escala EPAI y TQM, se evidencia que la investigación potencia habilidades relacionadas con el aprendizaje autodirigido y la gestión del tiempo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  In medical education, it is important to develop competencies that encourage learning to learn through flexible strategies such as research training.  Objective.  To determine the relationship between research training, autonomous learning strengthening, and medical students&#8217; time management.  Methodology.  A mixed-design study with quantitative (transversal analytical) and qualitative (focus groups and interview) components. In the study participated 110 last semesters students who signed an informed consent document. A sociodemographic-academic instrument, a scale of preparation for independent learning, and time management instrument were applied. A descriptive analysis of the variables was conducted, and the scores obtained were compared among students linked or not to research processes through the student&#8217;s t-test.  Results.  Of the participants, 60.6% were women, 94.5% did not work, and 85.5% came from private schools. Most students have access to computers and internet services, 96.4% and 98.2%, respectively. Students linked to research processes obtained higher scores on the scale of independent learning than those who were not linked (Difference in means: 7, IC95%: 1-13, p = 0.02) in aspects related to the desire to learn (p = 0.004). In the same way, there were marginal differences in time management (Difference in means: 4.3, 95% CI: 0.2-8.5, p = 0.04), related to short-term planning (p = 0.03). In the interviews and focus groups, the students highlighted the competencies in the critical analysis developed in research courses.  Conclusions.  Students linked to research processes have higher scores on the EPAI and TQM scales, showing that research enhances skills related to self-directed learning and time management.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Na educação médica, é importante desenvolver competências que promovam o aprender a aprender por meio de estratégias flexíveis, como o treinamento em pesquisa.  Objetivo.  Verificar a relação entre formação em pesquisa, fortalecimento da aprendizagem autônoma e gestão do tempo em estudantes de medicina.  Metodologia.  Desenho misto, componente quantitativo (corte transversal analítico) e componente qualitativo (grupos focais e entrevista). Foram incluídos 110 estudantes dos últimos semestres, com assinatura de termo de consentimento livre e esclarecido. Foram aplicados três instrumentos: sociodemográfico-acadêmico, escala de preparação para aprendizagem independente e gestão do tempo. Foi realizada análise descritiva das variáveis e comparada a pontuação obtida entre estudantes vinculados ou não a processos de pesquisa, por meio do teste t de Student.  Resultados.  Dos participantes, 60,6% eram mulheres; 94,5% não trabalhavam e 85,5% vêm de colégio particular. A maioria dos estudantes tem acesso a computador e internet, 96,4% e 98,2%, respectivamente. Os estudantes vinculados a processos de pesquisa obtiveram pontuações mais elevadas na escala de aprendizagem independente do que os não vinculados (diferença média: 7, IC 95%: 1-13, p = 0,02), nos aspectos relacionados ao desejo de aprender (p = 0,004). Da mesma forma, houve diferenças marginais na gestão do tempo (diferença média: 4,3, IC 95%: 0,2-8,5; p = 0,04), relacionadas ao planejamento de curto prazo (p = 0,03). Nas entrevistas e grupos focais, os estudantes destacaram as habilidades de análise crítica desenvolvidas nos cursos de pesquisa.  Conclusões.  O grupo de estudantes vinculados à pesquisa têm pontuações mais altas nas escalas EPAI e TQM, mostrando que a pesquisa aprimora as habilidades relacionadas ao aprendizado autodirigido e ao gerenciamento do tempo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estudiante de medicina]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación basada en competencias]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[competencia percibida]]></kwd>
<kwd lng="en"><![CDATA[Medical student]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[competency-based education]]></kwd>
<kwd lng="en"><![CDATA[autonomous learning]]></kwd>
<kwd lng="en"><![CDATA[perceived competence]]></kwd>
<kwd lng="pt"><![CDATA[Estudante de medicina]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação baseada em competências]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem autónoma]]></kwd>
<kwd lng="pt"><![CDATA[competência percebida]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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