<?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>0120-0011</journal-id>
<journal-title><![CDATA[Revista de la Facultad de Medicina]]></journal-title>
<abbrev-journal-title><![CDATA[rev.fac.med.]]></abbrev-journal-title>
<issn>0120-0011</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-00112021000300207</article-id>
<article-id pub-id-type="doi">10.15446/revfacmed.v69n3.83545</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Objective structured clinical examination (OSCE) to assess the clinical skills of physical therapy students when using physical agents]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación clínica objetiva estructurada (ECOE) para evaluar las habilidades clínicas de los estudiantes de fisioterapia al utilizar agentes físicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barra-Ortiz]]></surname>
<given-names><![CDATA[Hernán Andrés de la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Miranda]]></surname>
<given-names><![CDATA[Luis Adrián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuente-Astroza]]></surname>
<given-names><![CDATA[Juan Ignacio de la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andres Bello Faculty of Rehabilitation Sciences ]]></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>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>69</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-00112021000300207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-00112021000300207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-00112021000300207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: The use of physical agents in physical therapy (PT) requires clinical reasoning, as well as knowledge of their risks and contraindications; however, deficiencies may be observed when used in clinical practice.  Objective: To implement the Objective Structured Clinical Evaluation (OSCE) method for the assessment of clinical skills among physical therapy specialty students when using physical agents.  Materials and methods: A pilot, non-experimental, cross-sectional study was conducted in 114 physical therapy students enrolled during the first semester of 2019 in a physical agents course offered at the Universidad Andres Bello, Santiago, Chile. The OSCE consisted of 7 peer-validated stations, in which various skills were implemented in simulated clinical scenarios to achieve learning outcomes associated with the use of physical agents, namely: S1: connective tissue flexibility; S2: muscle relaxation; S3: analgesia; S4: drainage; S5: muscle strengthening; S6: parameter interpretation; and S7: equipment installation. Observers at each station assessed students' clinical skills and decision-making using a checklist. OSCE scores were described using medians and interquartile ranges, representing the data dispersion between the 25th and 75th percentile (P25-P75). Station scores by sex were compared using the Mann-Whitney U test.  Results: Median scores were higher than the minimum passing score in stations S1 (66, IQR: 52-70), S2 (55, IQR: 45-60), S3 (60, IQR: 50-69), S4 (65, IQR: 55-73), and S7 (40, IQR: 33-45), but they were below the passing score in stations S5 (54, IQR:46-65) and S6 (10, IQR: 9-13). In addition, 101 (88.59%) students had a global passing score in the OSCE.  Conclusion: The OSCE scores obtained by the participants show their attainment of clinical skills when using physical agents since most of them obtained a global passing score; however, reinforcing the clinical skills for parameter interpretation is necessary, considering that the lowest mean score was obtained in said station.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. El uso de agentes físicos en el ejercicio de la fisioterapia requiere razonamiento clínico y saber sus riesgos y contraindicaciones, aunque en ocasiones se observan deficiencias al utilizarlos en la práctica clínica.  Objetivo. Implementar la metodología de Evaluación Clínica Objetiva Estructurada (ECOE) para la evaluación de habilidades clínicas en estudiantes de fisioterapia al aplicar agentes físicos.  Materiales y métodos. Se realizó un estudio piloto transversal no experimental en 114 estudiantes de fisioterapia inscritos en el primer semestre de 2019 en la asignatura de agentes físicos en la Universidad Andrés Bello, Santiago de Chile, Chile. La ECOE consistió de siete estaciones validadas por pares en las que se implementaron diversas habilidades en escenarios clínicos simulados para lograr resultados de aprendizaje asociados al uso de agentes físicos, a saber: E1: Flexibilidad tejido conectivo, E2: Relajación muscular, E3: Analgesia, E4: Drenaje, E5: Fortalecimiento, E6: Interpretación de parámetros y E7: Instalación de equipo. En cada estación, las habilidades clínicas y toma de decisiones fueron evaluadas por observadores usando listas de verificación. Las puntuaciones en la ECOE se describieron usando medianas y rangos intercuartiles, representado la dispersión de los datos entre el percentil 25 y 75 (P25-P75). Los puntajes en cada estación fueron comparados por género mediante la prueba de U de Mann-Whitney.  Resultados. Las medianas de puntaje fueron superiores al puntaje aprobatorio en las estaciones E1 (66, RIC: 52-70), E2 (55, RIC: 45-60), E3 (60, RIC: 50-69), E4 (65, RIC: 55-73) y E7(40, RIC: 33-45), pero inferiores en las estaciones E5 (54, RIC: 46-65) y E6 (10, RIC: 9-13). Además, 101 estudiantes (88.59%) obtuvieron un puntaje aprobatorio global en la ECOE.  Conclusión. Los puntajes obtenidos en la ECOE por los participantes demuestran el logro de habilidades clínicas al utilizar agentes físicos, pues la mayoría obtuvo una nota aprobatoria global. No obstante, se requiere reforzar las habilidades clínicas de interpretación de parámetros, estación en la que se obtuvo la media de puntaje más baja.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Physical Therapy Modalities]]></kwd>
<kwd lng="en"><![CDATA[Physical and Rehabilitation Medicine]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Student Health Services (MeSH)]]></kwd>
<kwd lng="es"><![CDATA[Fisioterapia]]></kwd>
<kwd lng="es"><![CDATA[Modalidades de Fisioterapia]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Educación (DeCS)]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barzansky]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Etzel]]></surname>
<given-names><![CDATA[SI]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educational Programs in US Medical Schools, 2002-2003]]></article-title>
<source><![CDATA[JAMA]]></source>
<year>2003</year>
<volume>290</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>1190-6</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="book">
<collab>Universidad Andrés Bello (UNAB)</collab>
<source><![CDATA[Modelo Educativo UNAB; Visión y Estrategia para alcanzar la Excelencia Académica]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
<publisher-name><![CDATA[Dirección de Innovación y Desarrollo Docente UNAB]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ameliana]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher-centered or student-centered learning approach to promote learning?]]></article-title>
<source><![CDATA[Jurnal Sosial Humaniora]]></source>
<year>2017</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>59</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Serim]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Comparison of Teacher-Centered and Student-Centered Approaches in Educational Settings]]></article-title>
<source><![CDATA[International Journal of Social Sciences &amp; Educational Studies]]></source>
<year>2018</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>164-7</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garrett]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers]]></article-title>
<source><![CDATA[Journal of Classroom Interaction]]></source>
<year>2008</year>
<volume>43</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>34-47</page-range></nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Broberg]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Aars]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Beckmann]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Emaus]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Lehto]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Lahteenmaki]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Conceptual Framework for Curriculum Design in Physiotherapy Education - an International Perspective]]></article-title>
<source><![CDATA[Advances in Physiotherapy]]></source>
<year>2003</year>
<volume>5</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>161-8</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mori]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Carnahan]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Herold]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review]]></article-title>
<source><![CDATA[Physiother Can]]></source>
<year>2015</year>
<volume>67</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>194-202</page-range></nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Macauley]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Simulation in Physical Therapy Education and Practice: Opportunities and Evidence-Based Instruction to Achieve Meaning Learning Outcomes]]></article-title>
<source><![CDATA[Journal of Physical Therapy Education]]></source>
<year>2016</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-13</page-range></nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Â]]></given-names>
</name>
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[HFP]]></given-names>
</name>
<name>
<surname><![CDATA[Vidal]]></surname>
<given-names><![CDATA[DG]]></given-names>
</name>
<name>
<surname><![CDATA[Dinis]]></surname>
<given-names><![CDATA[MAP]]></given-names>
</name>
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[For a Healthy (and) Higher Education: Evidences from Learning Outcomes in Health Sciences]]></article-title>
<source><![CDATA[Educ Sci]]></source>
<year>2020</year>
<volume>10</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>168</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marouchou]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Can Students' Concept of Learning Influence Their Learning Outcomes?]]></article-title>
<source><![CDATA[Higher Learning Research Communications]]></source>
<year>2012</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Adams]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An introduction to learning outcomes: A consideration of the nature, function and position of learning outcomes in the creation of the European Higher Education Area]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Froment]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[EUA Bologna Handbook: Making Bologna Work]]></source>
<year>2002</year>
<volume>4</volume>
<page-range>2-22</page-range><publisher-loc><![CDATA[Berlin ]]></publisher-loc>
<publisher-name><![CDATA[RAABE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Role and Integration of Learning Outcomes into the Educational Process]]></article-title>
<source><![CDATA[Active Learning in Higher Education]]></source>
<year>2002</year>
<volume>3</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>205-19</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gallavara]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Hreinsson]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Kajaste]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Lindesjóó]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Sorskar]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Sedigh-Zadeh]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning Outcomes: Common Framework. Different Approaches to Evaluation Learning Outcomes in the Nordic Countries]]></source>
<year>200S</year>
<publisher-loc><![CDATA[Helsinki ]]></publisher-loc>
<publisher-name><![CDATA[European Association for Quality Assurance in Higher Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Calhoun]]></surname>
<given-names><![CDATA[JG]]></given-names>
</name>
<name>
<surname><![CDATA[Wrobel]]></surname>
<given-names><![CDATA[CA]]></given-names>
</name>
<name>
<surname><![CDATA[Finnegan]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Current State in U.S. Public Health Competency-Based Graduate Education]]></article-title>
<source><![CDATA[Public Health Rev]]></source>
<year>2011</year>
<numero>33</numero>
<issue>33</issue>
<page-range>148-67</page-range></nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tremblay]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Lalancette]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Roseveare]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Assessment of Higher Education learning outcomes (AHELO): Feasibility Study Report]]></source>
<year>2013</year>
<publisher-name><![CDATA[OECD]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gonzalez]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Wagenaar]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Tuning Educational Structures in Europe. Final Report. Pilot Project. Phase 1]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Bilbao ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Deusto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Writing and Using Learning Outcomes: A Practical Guide]]></source>
<year>2007</year>
<publisher-name><![CDATA[Quality Promotion Unit, UCC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rogers]]></surname>
<given-names><![CDATA[GD]]></given-names>
</name>
<name>
<surname><![CDATA[Thistlethwaite]]></surname>
<given-names><![CDATA[JE]]></given-names>
</name>
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[ES]]></given-names>
</name>
<name>
<surname><![CDATA[Abrandt Dahlgren]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Grymonpre]]></surname>
<given-names><![CDATA[RE]]></given-names>
</name>
<name>
<surname><![CDATA[Moran]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[International consensus statement on the assessment of interprofessional learning outcomes]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2017</year>
<volume>39</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>347-59</page-range></nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cameron]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Agentes Físicos en Rehabilitación. De la Investigación a la práctica]]></source>
<year>2014</year>
<edition>4</edition>
<publisher-loc><![CDATA[Oakland ]]></publisher-loc>
<publisher-name><![CDATA[Elsevier]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Allen]]></surname>
<given-names><![CDATA[RJ]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Physical Agents Used in the Management of Chronic Pain by Physical Therapists]]></article-title>
<source><![CDATA[Phys Med Rehabil Clin N Am]]></source>
<year>2006</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>315-45</page-range></nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guarín-Corredor]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Quiroga-Santamaría]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Landínez-Parra]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Proceso de Cicatrización de heridas de piel, campos endógenos y su relación con las heridas crónicas]]></article-title>
<source><![CDATA[Rev. Fac. Med]]></source>
<year>2013</year>
<volume>61</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>441-8</page-range></nlm-citation>
</ref>
<ref id="B22">
<label>22</label><nlm-citation citation-type="">
<collab>International Society for Electrophysical Agents in Physical Therapy (ISEAPT)</collab>
<source><![CDATA[London: World Physiotherapy]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B23">
<label>23</label><nlm-citation citation-type="">
<collab>Chile. Ministerio de Salud pública y Previsión Social</collab>
<source><![CDATA[Decreto 1082 de 1958 (octubre 22): Aprueba el reglamento sobre el ejercicio de la profesion de kinesiologo]]></source>
<year>1958</year>
<publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B24">
<label>24</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Robertson]]></surname>
<given-names><![CDATA[VJ]]></given-names>
</name>
<name>
<surname><![CDATA[Spurritt]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Electrophysical agents: Implications of their availability and use in undergraduate clinical placements]]></article-title>
<source><![CDATA[Physiotherapy]]></source>
<year>1998</year>
<volume>84</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>335-44</page-range></nlm-citation>
</ref>
<ref id="B25">
<label>25</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pérez-Machado]]></surname>
<given-names><![CDATA[JL]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez-Fuentes]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autopercepción de competencia en el manejo de los agentes electrofísicos en alumnos españoles de fisioterapia de último año]]></article-title>
<source><![CDATA[Fisioterapia]]></source>
<year>2012</year>
<volume>34</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>146-53</page-range></nlm-citation>
</ref>
<ref id="B26">
<label>26</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Elgueta]]></surname>
<given-names><![CDATA[AM]]></given-names>
</name>
<name>
<surname><![CDATA[Estrada-Goic]]></surname>
<given-names><![CDATA[CA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepción sobre las competencias específicas de formación profesional del cinesiólogo]]></article-title>
<source><![CDATA[FEM]]></source>
<year>2016</year>
<volume>19</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>125-33</page-range></nlm-citation>
</ref>
<ref id="B27">
<label>27</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Triviño]]></surname>
<given-names><![CDATA[X]]></given-names>
</name>
<name>
<surname><![CDATA[Vásquez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Aldunate]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Varas]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aplicación del Examen Clínico Objetivo Estructurado (OSCE) en la evaluación final del internado de pediatría en dos escuelas de medicina]]></article-title>
<source><![CDATA[Rev. méd. Chile]]></source>
<year>2002</year>
<volume>130</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>817-24</page-range></nlm-citation>
</ref>
<ref id="B28">
<label>28</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harden]]></surname>
<given-names><![CDATA[RM]]></given-names>
</name>
<name>
<surname><![CDATA[Stevenson]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Downie]]></surname>
<given-names><![CDATA[WW]]></given-names>
</name>
<name>
<surname><![CDATA[Wilson]]></surname>
<given-names><![CDATA[GM]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessment of clinical competence using objective structured examination]]></article-title>
<source><![CDATA[Br Med J]]></source>
<year>1975</year>
<volume>1</volume>
<numero>5955</numero>
<issue>5955</issue>
<page-range>447-51</page-range></nlm-citation>
</ref>
<ref id="B29">
<label>29</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muldoon]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Biesty]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA['I found the OSCE very stressful': student midwives' attitudes towards an objective structured clinical examination (OSCE)]]></article-title>
<source><![CDATA[Nurse Educ Today]]></source>
<year>2014</year>
<volume>34</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>468-73</page-range></nlm-citation>
</ref>
<ref id="B30">
<label>30</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Muldoon]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Biesty]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Objective Structured Clinical Examination (OSCE) as a strategy for assessing clinical competence in midwifery education in Ireland: A critical review]]></article-title>
<source><![CDATA[Nurse Educ Pract]]></source>
<year>2012</year>
<volume>12</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>242-7</page-range></nlm-citation>
</ref>
<ref id="B31">
<label>31</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Regehr]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Freeman]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Robb]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Missiha]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Heisey]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[OSCE performance evaluations made by standardized patients: comparing checklist and global rating scores]]></article-title>
<source><![CDATA[Acad Med]]></source>
<year>1999</year>
<volume>74</volume>
<numero>^s10</numero>
<issue>^s10</issue>
<supplement>10</supplement>
<page-range>S135-7</page-range></nlm-citation>
</ref>
<ref id="B32">
<label>32</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sloan]]></surname>
<given-names><![CDATA[DA]]></given-names>
</name>
<name>
<surname><![CDATA[Donnelly]]></surname>
<given-names><![CDATA[MB]]></given-names>
</name>
<name>
<surname><![CDATA[Schwartz]]></surname>
<given-names><![CDATA[RW]]></given-names>
</name>
<name>
<surname><![CDATA[Strodel]]></surname>
<given-names><![CDATA[WE]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Objective Structured Clinical Examination The New Gold Standard for Evaluating Postgraduate Clinical Performance]]></article-title>
<source><![CDATA[Ann Surg]]></source>
<year>1995</year>
<volume>222</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>735-42</page-range></nlm-citation>
</ref>
<ref id="B33">
<label>33</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ticse]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El Examen Clínico Objetivo Estructurado (ECOE) en la evaluación de competencias de comunicación y profesionalismo en los programas de especialización en Medicina]]></article-title>
<source><![CDATA[Rev Med Hered]]></source>
<year>2020</year>
<volume>28</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B34">
<label>34</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villegas]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Cianelli]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Fernandez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Henderson]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Sierra]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Alfonso]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessment of breastfeeding clinical skills among nursing students using the Objective Structured Clinical Examination (OSCE)]]></article-title>
<source><![CDATA[Inv Ed Méd]]></source>
<year>2016</year>
<volume>5</volume>
<numero>20</numero>
<issue>20</issue>
<page-range>244-52</page-range></nlm-citation>
</ref>
<ref id="B35">
<label>35</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kemelova]]></surname>
<given-names><![CDATA[GS]]></given-names>
</name>
<name>
<surname><![CDATA[Tuleutaeva]]></surname>
<given-names><![CDATA[ST]]></given-names>
</name>
<name>
<surname><![CDATA[Aimbetova]]></surname>
<given-names><![CDATA[DB]]></given-names>
</name>
<name>
<surname><![CDATA[Garifullina]]></surname>
<given-names><![CDATA[RR]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The objective structured clinical examination in dentistry: strengths and weaknesses]]></article-title>
<source><![CDATA[Stomatologiya (Mosk)]]></source>
<year>2019</year>
<volume>98</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>8-11</page-range></nlm-citation>
</ref>
<ref id="B36">
<label>36</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wnag]]></surname>
<given-names><![CDATA[X]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
<name>
<surname><![CDATA[Huang]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[WCPT guideline for physical therapist professional entry level education]]></article-title>
<source><![CDATA[Chinese Journal of Rehabilitation Medicine]]></source>
<year>2012</year>
<volume>27</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>887-98</page-range></nlm-citation>
</ref>
<ref id="B37">
<label>37</label><nlm-citation citation-type="book">
<collab>World Medical Association (WMA)</collab>
<source><![CDATA[WMA Declaration of Helsinki - Ethical principles for medical research involving human subjects]]></source>
<year>2013</year>
<edition>64</edition>
<publisher-loc><![CDATA[Fortaleza ]]></publisher-loc>
<publisher-name><![CDATA[WMA General Assembly]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<label>38</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yap]]></surname>
<given-names><![CDATA[BW]]></given-names>
</name>
<name>
<surname><![CDATA[Sim]]></surname>
<given-names><![CDATA[CH]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparisons of various types of normality tests]]></article-title>
<source><![CDATA[Journal of Statistical Computation and Simulation]]></source>
<year>2011</year>
<volume>81</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>2141-55</page-range></nlm-citation>
</ref>
<ref id="B39">
<label>39</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sakurai]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Kanada]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
<name>
<surname><![CDATA[Sugiura]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
<name>
<surname><![CDATA[Motoya]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Wada]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
<name>
<surname><![CDATA[Yamada]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[OSCE-based Clinical Skill Education for Physical and Occupational Therapists]]></article-title>
<source><![CDATA[J Phys Ther Sci]]></source>
<year>2014</year>
<volume>26</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>1387-97</page-range></nlm-citation>
</ref>
<ref id="B40">
<label>40</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alemán-Belando]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Marín-Silvente]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Soriano-Giménez]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[González-Gil]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Flores-Funes]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Ramírez-Romero]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cómo perciben los estudiantes del primer curso clínico del Grado en Medicina la prueba de Evaluación Clínica Objetivada Estructurada (ECOE)]]></article-title>
<source><![CDATA[Educ Med]]></source>
<year>2019</year>
<volume>20</volume>
<numero>^s2</numero>
<issue>^s2</issue>
<supplement>2</supplement>
<page-range>144-7</page-range></nlm-citation>
</ref>
<ref id="B41">
<label>41</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pinilla-Roa]]></surname>
<given-names><![CDATA[AE]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluación de Competencias Profesionales en Salud]]></article-title>
<source><![CDATA[Rev. Fac. Med]]></source>
<year>2013</year>
<volume>61</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-70</page-range></nlm-citation>
</ref>
<ref id="B42">
<label>42</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Graf]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Smolka]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Simoes]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Zipfel]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Junne]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Holderried]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Communication skills of medical students during the OSCE: Gender-specific differences in a longitudinal trend study]]></article-title>
<source><![CDATA[BMC Med Educ]]></source>
<year>2017</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>75</page-range></nlm-citation>
</ref>
<ref id="B43">
<label>43</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sivagurunathan]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[MacDermid]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Chuang]]></surname>
<given-names><![CDATA[JCY]]></given-names>
</name>
<name>
<surname><![CDATA[Kaplan]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Lupton]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[McDermid]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the role of gender and gendered pain expectation in physiotherapy students]]></article-title>
<source><![CDATA[Canadian Journal of Pain]]></source>
<year>2019</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>128-36</page-range></nlm-citation>
</ref>
<ref id="B44">
<label>44</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gormley]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Summative OSCEs in undergraduate medical education]]></article-title>
<source><![CDATA[Ulster Med J.]]></source>
<year>2011</year>
<volume>80</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>127-32</page-range></nlm-citation>
</ref>
<ref id="B45">
<label>45</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Khan]]></surname>
<given-names><![CDATA[KZ]]></given-names>
</name>
<name>
<surname><![CDATA[Gaunt]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Ramachandran]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Pushkar]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation &amp; Administration]]></article-title>
<source><![CDATA[Med Teach]]></source>
<year>2013</year>
<volume>35</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>e1447-63</page-range></nlm-citation>
</ref>
<ref id="B46">
<label>46</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Furman]]></surname>
<given-names><![CDATA[GE]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Role of Standardized Patient and Trainer Training in Quality Assurance for a High-Stakes Clinical Skills Examination]]></article-title>
<source><![CDATA[Kaohsiung J Med Sci]]></source>
<year>2008</year>
<volume>24</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>651-5</page-range></nlm-citation>
</ref>
<ref id="B47">
<label>47</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Larsen]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Jeppe-Jensen]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The introduction and perception of an OSCE with an element of self- and peer-assessment]]></article-title>
<source><![CDATA[Eur J Dent Educ]]></source>
<year>2008</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>2-7</page-range></nlm-citation>
</ref>
<ref id="B48">
<label>48</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández-Gutiérrez]]></surname>
<given-names><![CDATA[LS]]></given-names>
</name>
<name>
<surname><![CDATA[Trejo]]></surname>
<given-names><![CDATA[JA]]></given-names>
</name>
<name>
<surname><![CDATA[Marín-Campos]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diseño de un ECOE para evaluar habilidades clínicas en neurología en estudiantes del quinto año]]></article-title>
<source><![CDATA[Inv Ed Med]]></source>
<year>2017</year>
<volume>6</volume>
<numero>24</numero>
<issue>24</issue>
<page-range>248-54</page-range></nlm-citation>
</ref>
<ref id="B49">
<label>49</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Park]]></surname>
<given-names><![CDATA[WB]]></given-names>
</name>
<name>
<surname><![CDATA[Kang]]></surname>
<given-names><![CDATA[SH]]></given-names>
</name>
<name>
<surname><![CDATA[Myung]]></surname>
<given-names><![CDATA[SJ]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[YS]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does Objective Structured Clinical Examinations Score Reflect the Clinical Reasoning Ability of Medical Students?]]></article-title>
<source><![CDATA[Am J Med Sci]]></source>
<year>2015</year>
<volume>350</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>64-7</page-range></nlm-citation>
</ref>
<ref id="B50">
<label>50</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trejo-Mejía]]></surname>
<given-names><![CDATA[JA]]></given-names>
</name>
<name>
<surname><![CDATA[Blee-Sánchez]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Peña-Balderas]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Elaboración de estaciones para el examen clínico objetivo estructurado (ECOE)]]></article-title>
<source><![CDATA[Investigación educ. médica]]></source>
<year>2014</year>
<volume>3</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>56-9</page-range></nlm-citation>
</ref>
<ref id="B51">
<label>51</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Allende-Núñez]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Valdés-González]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Reyes-Bozo]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Propuesta de un examen clínico objetivo estructurado como evaluación final de competencias de egreso en la carrera de tecnología médica]]></article-title>
<source><![CDATA[Educ Méd]]></source>
<year>2019</year>
<volume>20</volume>
<numero>^s2</numero>
<issue>^s2</issue>
<supplement>2</supplement>
<page-range>39-44</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
