<?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>0121-0793</journal-id>
<journal-title><![CDATA[Iatreia]]></journal-title>
<abbrev-journal-title><![CDATA[Iatreia]]></abbrev-journal-title>
<issn>0121-0793</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-07932022000100065</article-id>
<article-id pub-id-type="doi">10.17533/udea.iatreia.129</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñando medicina en tiempos de pandemia: una experiencia desde el curso Salud Mental]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching medicine in pandemic times: An experience from mental health rotation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acero-González]]></surname>
<given-names><![CDATA[Ángela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toro-Herrera]]></surname>
<given-names><![CDATA[Sandra Milena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruíz-Moreno]]></surname>
<given-names><![CDATA[Lina María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yaver-Suárez]]></surname>
<given-names><![CDATA[Nazly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana Facultad de Medicina Departamento de Salud Mental y Psiquiatría]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Sabana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de La Sabana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de La Sabana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>65</fpage>
<lpage>73</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-07932022000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-07932022000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-07932022000100065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  la pandemia por la COVID-19 llevó a la implementación de medidas de protección en diversos ámbitos de la sociedad. Bajo esta premisa, en todos los niveles de la educación en Colombia se cancelaron las clases presenciales, ocasionando el cese asistencial de los estudiantes de medicina en los hospitales donde realizaban sus practices clínicas.  Objetivos: describir las estrategias educativas aplicadas para continuar con las rotaciones clínicas, garantizando el desarrollo de las competencias necesarias en el programa de salud mental.  Métodos:  la rotación en salud mental del pregrado Medicina, posterior al aislamiento preventivo decretado por el gobierno colombiano, se empezó a realizar de manera virtual y remota con el uso de diversas herramientas tecnológicas. Con la apertura parcial se implementaron actividades semipresenciales y con pacientes reales. Se realizaron actividades sincrónicas y asincrónicas que incluyeron el aprendizaje de recursos tecnológicos, telesimulación, seminarios, talleres, Desarrollo de casos y clubes de revistas, entre otros.  Resultados: la virtualidad permitió, además de brindar un aprendizaje de calidad, generar espacios de acompañamiento personalizado a los estudiantes por la situación relacionadacon la pandemia, así como el diseño de estrategias de enseñanza y mecanismos de evaluación novedosos.  Conclusiones:  la experiencia del cambio de la educación presencial a la virtual permitió múltiples aprendizajes personales y técnicos, y la implementación de nuevas metodologías y herramientas tecnológicas, obteniendo resultados favorables en la ejecución del curso y la evaluación de él mismo con una adecuada satisfacción, tanto en los docentes de psiquiatría como en los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[SUMMARY  Introduction:  The COVID-19 pandemic led to the implementation of diverse safety measures in various aspects of society. Traditional in-person classes were canceled under this premise at all levels of education in Colombia, causing medical students to stop assisting to hospitals for their clinical practices.  Objectives:  Describe educational strategies applied to continue clinical rotations, securing the development of the necessary competences in the mental health program.  Methods:  The Medicine School&#8217;s clinical rotation on mental health started being instructed virtually and remotely using diverse technological tools after the Colombian government decreed a preventive lockdown. Mixed modality activities with real patients restarted once lockdown was partially lifted. We performed synchronous and asynchronous activities that included learning using technological resources, telesimulation, seminaries, workshops, case developments, and journal clubs, among others.  Results:  Virtual instruction generated personalized tutorship spaces, the design of adapted teaching strategies and novel evaluation mechanisms while maintaining the quality of learning.  Conclusion:  The change from traditional in-person education to a virtual learning produced multiple personal and technical lessons with the implementation of new methodologies and technological tools, obtaining favorable results in execution, evaluation, and psychiatry teacher&#8217;s and student&#8217;s satisfaction.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de Medicina]]></kwd>
<kwd lng="es"><![CDATA[Pandemias]]></kwd>
<kwd lng="es"><![CDATA[Salud Mental]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Mental Health]]></kwd>
<kwd lng="en"><![CDATA[Pandemics]]></kwd>
<kwd lng="en"><![CDATA[Student Medical]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Remote training of medical students: advantages and disadantages]]></article-title>
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