<?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>2301-0126</journal-id>
<journal-title><![CDATA[InterCambios. Dilemas y transiciones de la Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[InterCambios]]></abbrev-journal-title>
<issn>2301-0126</issn>
<publisher>
<publisher-name><![CDATA[Universidad de la República. Comisión Sectorial de Enseñanza.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2301-01262020000200016</article-id>
<article-id pub-id-type="doi">10.2916/inter.7.2.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El razonamiento clínico con enfoque didáctico]]></article-title>
<article-title xml:lang="en"><![CDATA[Clinical reasoning with a didactic approach]]></article-title>
<article-title xml:lang="pt"><![CDATA[Razão clinica com uma abordagem didática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Jordi.]]></surname>
<given-names><![CDATA[María del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez.]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<fpage>16</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2301-01262020000200016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2301-01262020000200016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2301-01262020000200016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El razonamiento clínico se refiere a un proceso cognitivo que permite al profesional de la salud establecer diagnósticos, tomar decisiones y definir planes de tratamiento. En la bibliografía existen diferentes concepciones sobre el razonamiento clínico. El objetivo del presente estudio plantea evaluar la evidencia disponible en la literatura sobre el razonamiento clínico como una estrategia de enseñanza para la resolución de los problemas en el área salud. La revisión de la literatura se llevó a cabo en las siguientes bases de datos: PubMed, Timbó, SciELO y Cochrane Library, sin restricciones de año o tipo de estudio. Se analizan las formas de razonamiento y como enfoque didáctico se presenta una síntesis de herramientas y metodologías para promocionar el razonamiento de los estudiantes en la práctica clínica. El aprendizaje es un proceso constructivo que se produce cuando lo que se enseña es útil y significativo para el estudiante y cuando este participa activamente en la adquisición de sus propios conocimientos, relacionando lo que está aprendiendo con conocimientos y experiencias anteriores. Las conclusiones certifican que las distintas formas de razonamiento contribuyen a las decisiones finales que alcanzan tanto novatos como expertos y les permiten a los profesionales de la salud un proceso efectivo de razonamiento clínico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Clinical reasoning refers to a cognitive process that allows health professional establish diagnoses, decisions and define treatment plans. There are different conceptions about the clinical reasoning in the bibliography. The objective of this study is evaluating the available evidence in the literature on the clinical reasoning as a strategy for teaching, towards problem-solving, in the area of health. This review was conducted in the following databases: Timbo, SciELO, PubMed and Cochrane Library, without restrictions of year or type of study. The forms of reasoning are analyzed (analytical and not analytical) and a synthesis of tools and methodologies is presents as a didactic approach promote the student&#8217;s reasoning in the clinic practice. Learning is a constructive process that occurs when the teaching is useful and meaningful for the students and they are actively involved in the acquisition of their self-knowledge, relating what they are learning with knowledge and previous experiences. The conclusions certified that the different forms of reasoning contribute to final decisions that reach novice and expert, enabling to health professionals an effective process of clinical reasoning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O raciocínio clínico refere-se a um processo cognitivo que permite ao profissional de saúde estabelecer diagnósticos, tomar decisões e definir planos de tratamento. Existem diferentes concepções de raciocínio clínico na literatura. O objetivo deste estudo é avaliar as evidências disponíveis na literatura sobre o raciocínio clínico como estratégia de ensino para a resolução de problemas na área da saúde. A revisão da literatura foi realizada nas seguintes bases de dados: PubMed, Timbó, SciELO e Biblioteca Cochrane, sem restrições de ano ou tipo de estudo. As formas de raciocínio são analisadas e, como abordagem didática, é apresentada uma síntese de ferramentas e metodologias para promover o raciocínio dos alunos na prática clínica. A aprendizagem é um processo construtivo que ocorre quando o ensino é útil e significativo para os alunos e eles estão ativamente envolvidos na aquisição de seu autoconhecimento, relacionando o que estão aprendendo com o conhecimento e experiências prévias. As conclusões certificaram que as diferentes formas de raciocínio contribuem para as decisões finais que atingem o iniciante e o especialista, possibilitando aos profissionais de saúde um processo efetivo de raciocínio clínico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[razonamiento clínico]]></kwd>
<kwd lng="es"><![CDATA[toma de decisión]]></kwd>
<kwd lng="es"><![CDATA[enseñanza clínica]]></kwd>
<kwd lng="en"><![CDATA[clinic reasoning]]></kwd>
<kwd lng="en"><![CDATA[decision making]]></kwd>
<kwd lng="en"><![CDATA[clinical teaching]]></kwd>
<kwd lng="pt"><![CDATA[Raciocínio clínico]]></kwd>
<kwd lng="pt"><![CDATA[tomada de decisão]]></kwd>
<kwd lng="pt"><![CDATA[ensino clínico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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