<?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>0121-0807</journal-id>
<journal-title><![CDATA[Revista de la Universidad Industrial de Santander. Salud]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Univ. Ind. Santander. Salud]]></abbrev-journal-title>
<issn>0121-0807</issn>
<publisher>
<publisher-name><![CDATA[Universidad Industrial de Santander]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-08072023000100041</article-id>
<article-id pub-id-type="doi">10.18273/saluduis.55.e:23023</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La lectura y la escritura en la formación profesional de médicos: enfoque por géneros discursivos]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading and writing in medical professional training: A genre-based approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arciniegas]]></surname>
<given-names><![CDATA[Hugo Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernal Sandoval]]></surname>
<given-names><![CDATA[Nathaly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olave Arias]]></surname>
<given-names><![CDATA[Giohanny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Industrial de Santander  ]]></institution>
<addr-line><![CDATA[Bucaramanga ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>55</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-08072023000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-08072023000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-08072023000100041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Este artículo reporta los avances y desafíos observados por un equipo de profesores involucrados en la orientación de la lectura y escritura académica al iniciar la preparación profesional en el programa de Medicina de la Universidad Industrial de Santander, desde un enfoque de géneros discursivos.  Objetivo: Analizar la reorientación del perfil curricular y las decisiones pedagógicas de los profesores de la asignatura Taller de Lenguaje, orientada en el primer semestre de los años 2020 y 2021.  Metodología: El artículo se orienta por el modelo de "reflexión sobre la acción" para la investigación pedagógica, el diseño de la enseñanza y el aprendizaje de las profesiones.  Análisis y resultados: Se introdujo a los estudiantes en su cultura disciplinar por la vía de su léxico especializado y del contacto inicial con la terminología médica en su discurso científico. A su vez, se abordó, desde la lectura, el género disciplinar artículo de investigación y su componente el resumen o abstract; y desde la escritura, los géneros de formación glosario y bibliografía anotada. Se estudiaron temas puntuales de escritura, como los discursos referidos y el uso de signos ortográficos, de manera articulada con la producción de dichos géneros.  Conclusiones: El avance principal de la pedagogía implementada consiste en la pertinencia de los textos elegidos y de los saberes lingüísticos ofrecidos en la formación profesional de los estudiantes de recién ingreso. El currículo actualmente integra la enseñanza de competencias generales referidas a prácticas, géneros y aspectos normativos de la comunicación académica con la enseñanza de competencias específicas para leer y escribir textos propios de cada disciplina. Finalmente, surgen desafíos como el de articular enfoques entre los profesores de Taller de Lenguaje y los de Medicina, o el de pensar en formas de evaluar el impacto del Taller de Lenguaje con indicadores ajustados a las disciplinas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: This article reports the progress and challenges observed by a team of professors involved in the teaching of academic reading and writing at the beginning of professional training in the Medicine undergraduate program at Universidad Industrial de Santander, using a genre-based approach.  Objective: To analyze the reorientation of the curricular design as well as the educational decisions made by professors of the subject, Taller de Lenguaje, taught during the first semester of 2020 and 2021.  Methodology: The present study is guided by the reflection-on-action model for pedagogical research, teaching design, and professional training.  Analysis and results: Students were introduced to their disciplinary culture by means of specialized vocabulary and initial contact with medical terminology and its scientific discourse. Regarding the reading practice, the research article was addressed along with the abstract as one of its components. In turn, students wrote training genres such as glossaries and annotated bibliographies. Specific issues related to academic writing such as the use of reported speech and punctuation marks were studied in parallel to the production of such genres.  Conclusions: The main progress with the implemented pedagogy lies in the relevance of the chosen texts and the linguistic knowledge made available for the professional training of first year students. The current curriculum integrates the teaching of general competences related to practices, genres, and normative aspects of academic communication, with the teaching of specific skills to read and write texts particular to each discipline. Finally, challenges arise as to the articulation of approaches among professors in charge of Taller de Lenguaje and professors from the Faculty of Medicine, or as to the assessment of the impact of Taller de Lenguaje by means of subject-oriented indicators.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización académica]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización disciplinar]]></kwd>
<kwd lng="es"><![CDATA[Géneros discursivos]]></kwd>
<kwd lng="es"><![CDATA[Formación en medicina]]></kwd>
<kwd lng="en"><![CDATA[Academic literacy]]></kwd>
<kwd lng="en"><![CDATA[Disciplinary literacy]]></kwd>
<kwd lng="en"><![CDATA[Genres]]></kwd>
<kwd lng="en"><![CDATA[Medical training]]></kwd>
</kwd-group>
</article-meta>
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