<?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>1817-7433</journal-id>
<journal-title><![CDATA[Revista Científica Ciencia Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cient Cienc Méd]]></abbrev-journal-title>
<issn>1817-7433</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Medicina, Universidad Mayor de San Simón.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1817-74332021000200108</article-id>
<article-id pub-id-type="doi">10.51581/rccm.v24i2.399</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[MÉTODO DE APRENDIZAJE COLABORATIVO VS APRENDIZAJE TRADICIONAL EN LA FORMACIÓN INVESTIGATIVA EN ESTUDIANTES DE MEDICINA]]></article-title>
<article-title xml:lang="en"><![CDATA[COLLABORATIVE LEARNING METHOD VS. TRADITIONAL LEARNING IN RESEARCH TRAINING FOR MEDICAL STUDENTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Lazo]]></surname>
<given-names><![CDATA[Aníbal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mercado-Rey]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Aquino]]></surname>
<given-names><![CDATA[Mely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana, Los Andes Facultad de Medicina Humana ]]></institution>
<addr-line><![CDATA[Huancayo Junin]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana Los Andes Facultad de Medicina Humana ]]></institution>
<addr-line><![CDATA[Huancayo Junin]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Huánuco  ]]></institution>
<addr-line><![CDATA[Huánuco ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>108</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S1817-74332021000200108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S1817-74332021000200108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S1817-74332021000200108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: Existen diversas estrategias didácticas en el proceso de enseñanza aprendizaje; es poco conocida la percepción de la efectividad del método de enseñanza mediante aprendizaje colaborativo, frente al aprendizaje tradicional.  Objetivo: Determinar la efectividad del método de aprendizaje colaborativo en comparación al aprendizaje tradicional en la formación investigativa.  Metodología: Estudio analítico y transversal, desarrollado entre 2018 y 2019; la población muestral estuvo conformada por 46 estudiantes de Medicina. Se determinó la efectividad del aprendizaje colaborativo y aprendizaje tradicional mediante el rendimiento académico a través de un test y la percepción de la efectividad de ambos métodos mediante un cuestionario. Para el análisis estadístico inferencial se empleó la prueba de X2 y la T de Student, considerándose un p &lt; 0,05.  Resultados: Del promedio de edad de los estudiantes fue de 25 años (rango: 22-39), 29 (63 %) fueron mujeres. El nivel de aprendizaje académico &#8220;muy bueno&#8221; fue mayor con el método del aprendizaje colaborativo en comparación al método de aprendizaje tradicional (47,83 % vs. 4,35 %; p = 0,000). Asimismo, con el aprendizaje tradicional se alcanzó un porcentaje significativo de aprendizaje académico &#8220;regular&#8221; en comparación al método de aprendizaje colaborativo (36,96 % vs. 6,52 %; p = 0,004). El nivel de aprendizaje de conocimientos sobre el proceso de investigación científica según el rendimiento académico fue mayor con la aplicación del aprendizaje colaborativo en comparación al grupo con aprendizaje tradicional (13,8 ± 2,1 vs. 11,6 ± 3; p = 0,0015).  Conclusión: La percepción satisfactoria de la efectividad del método de aprendizaje colaborativo fue mayor en comparación al aprendizaje tradicional para la formación investigativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: There are several didactic strategies in the teaching-learning process; the perception of the effectiveness of the teaching method through collaborative learning, as opposed to traditional learning, is little known  Objectives: To determine the effectiveness of the collaborative learning method compared to traditional learning in research training.  Methodology: Analytical and cross-sectional study, developed between 2018 and 2019; the sample population consisted of 46 medical students.The effectiveness of collaborative learning and traditional learning was determined by academic performance through a test and the perception of the effectiveness of both methods through a questionnaire. For the inferential statistical analysis, the X2 test and Student's t-test were used, considering a p &lt; 0.05.  Results: The average age of the students was 25 years (range: 22-39), 29 (63 %) were women. The level of "very good" academic learning was higher with the collaborative learning method compared to the traditional learning method (47.83 % vs. 4.35 %; p = 0.000). Likewise, a significant percentage of "fair" academic learning was achieved with the traditional learning method compared to the collaborative learning method (36.96 % vs. 6.52 %; p = 0.004). The level of learning knowledge about the scientific research process according to academic performance was higher with the application of collaborative learning compared to the group with traditional learning (13.8 ± 2.1 vs. 11.6 ± 3; p = 0.0015).  Conclusions: The satisfactory perception of the effectiveness of the collaborative learning method was higher compared to traditional learning for research training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[Clase magistral]]></kwd>
<kwd lng="es"><![CDATA[Modelo de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[Master class]]></kwd>
<kwd lng="en"><![CDATA[Learning model]]></kwd>
</kwd-group>
</article-meta>
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