<?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>S0121-07932022000400447</article-id>
<article-id pub-id-type="doi">10.17533/udea.iatreia.166.</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectividad de los Juegos educacionales en la formación del cirujano: una revisión de alcance]]></article-title>
<article-title xml:lang="en"><![CDATA[Effectiveness of educational games in surgeons training: A scope review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez-Gómez]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vega-Peña]]></surname>
<given-names><![CDATA[Neil Valentín]]></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 Cirugía]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Sabana Facultad de medicina Departamento de Cirugía]]></institution>
<addr-line><![CDATA[Chía ]]></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>35</volume>
<numero>4</numero>
<fpage>447</fpage>
<lpage>457</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-07932022000400447&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-07932022000400447&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-07932022000400447&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La educación médica ha propiciado estrategias de enseñanza-aprendizaje que integran nuevas actividades pedagógicas y evaluativas acordes con el avance en el conocimiento. Los juegos educacionales (JE) surgen como una opción en pro del mejoramiento en los objetivos y resultados educacionales, con una utilidad potencial dentro del proceso formativo de los cirujanos. Hay investigaciones crecientes sobre el tema.  Objetivo: evaluar de forma cualitativa el estado de la evidencia disponible sobre la efectividad de los JE como estrategia pedagógica en estudiantes de postgrado de cirugía general.  Método:  revisión de alcance de la literatura, según la metodología del Joanna Briggs Institute. Se evaluó el impacto educacional de los JE según la clasificación de Kirkpatrick.  Resultados:  la evidencia acerca de la utilidad los JE en la educación médica en cirugía es limitada. Existe una heterogeneidad de metodologías, procesos y resultados educativos producto de implementar JE como instrumento de evaluación o de instrucción. No obstante, es posible un impacto positivo de acuerdo con las investigaciones. No hay una evaluación de los alcances y el rol de los JE en la formación de los cirujanos.  Conclusión:  los JE se constituyen en una estrategia novedosa a considerar en la educación en cirugía general. Su implementación se condiciona a la construcción de una evidencia sólida, reproducible y basada en objetivos claros de enseñanza-aprendizaje. Sin embargo, la investigación en el tema es incipiente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary  Background:  Medical education has fostered teaching-learning strategies that integrate new pedagogical and evaluative activities in accordance with the advancement in knowledge. Educational games (EG) emerge as an option for improving educational objectives and results, with potential utility within the training process of surgeons. There is growing research on the subject.  Objective:  To qualitatively evaluate the state of the available evidence on the efficacy of EG as a pedagogical strategy in general surgery postgraduate students.  Method:  Scoping review of the literature, according to the methodology of the Joanna Briggs Institute. The educational impact of the EG was evaluated according to the Kirkpatrick classification.  Results:  Evidence about the usefulness of EGs in medical education in surgery is limited. There is a heterogeneity of methodologies, processes and educational results resulting from implementing EG as an evaluation or instructional instrument. However, a positive impact is possible according to research. There is no evaluation of the scope and role of EBs in the training of surgeons.  Conclusions:  The EG constitute a novel strategy to consider in general surgery education. Its implementation is conditional on the construction of solid, reproducible evidence based on clear teaching-learning objectives. However, research on the subject is incipient.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Cirugía General]]></kwd>
<kwd lng="es"><![CDATA[Educación de Postgrado en Medicina]]></kwd>
<kwd lng="es"><![CDATA[Juegos Experimentales]]></kwd>
<kwd lng="en"><![CDATA[Education, Medical, Graduate]]></kwd>
<kwd lng="en"><![CDATA[Games, Experimental]]></kwd>
<kwd lng="en"><![CDATA[General Surgery]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
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