<?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>2216-0973</journal-id>
<journal-title><![CDATA[Revista Cuidarte]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cuid]]></abbrev-journal-title>
<issn>2216-0973</issn>
<publisher>
<publisher-name><![CDATA[Programa de Enfermería, Facultad de Ciencias de la Salud, Universidad de Santander UDES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-09732022000100008</article-id>
<article-id pub-id-type="doi">10.15649/cuidarte.2051</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino híbrido na formação em saúde: uma revisão sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Hybrid education in healthcare education : a systematic review]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación híbrida en la formación en salud: revisión sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bezerra de Lima Danielle]]></surname>
<given-names><![CDATA[Ana Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura dos Santos]]></surname>
<given-names><![CDATA[Christine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima de Almeida]]></surname>
<given-names><![CDATA[Sabrina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucena da Silva]]></surname>
<given-names><![CDATA[Ellen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira e Pereira]]></surname>
<given-names><![CDATA[Emanuela Batista]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Pernambuco Faculdade de Enfermagem Nossa Senhora das Graças ]]></institution>
<addr-line><![CDATA[Recife ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual da Paraíba  ]]></institution>
<addr-line><![CDATA[Recife ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual da Paraíba  ]]></institution>
<addr-line><![CDATA[Recife ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Estadual da Paraíba  ]]></institution>
<addr-line><![CDATA[Recife ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-09732022000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-09732022000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-09732022000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: A partir da necessidade de reestruturação das instituições de ensino em saúde devido à pandemia da COVID-19, o ensino híbrido vem se destacando como possibilidade de reorganização das atividades educativas.  O objetivo: deste estudo foi escrever o desenvolvimento do ensino híbrido na formação de profissionais da área da saúde.  Materiais e Métodos: Revisão sis- temática da literatura, baseada nas recomendações da Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A pesquisa foi desenvolvida em pares, entre julho a setembro de 2020, em quatro bases de dados eletrôni- cas. Os descritores foram os termos &#8220;Educação a Distância&#8221;, &#8220;Educação Superior&#8221;, &#8220;Aprendizagem&#8221;, &#8220;Saúde&#8221;, &#8220;Enfermagem&#8221;, &#8220;Medicina&#8221;, &#8220;Odontologia&#8221; e &#8220;Fisiote- rapia&#8221; e &#8220;Ensino híbrido&#8221;. Os artigos foram classificados conforme seu Nível de Evidência.  Resultados: 49 artigos foram selecionados, entre estudos quanti- tativos, qualitativos e de método misto. Foram encontradas experiências do desenvolvimento do ensino híbrido nos diferentes cursos de formação na área da saúde. Observou-se aplicação do ensino híbrido segundo o modelo de Ro- tação, modelo à la carte e o modelo Flex.  Discussão: o ensino híbrido vem ganhando destaque cada vez maior no cenário da educação acadêmica em saúde. Foi visto que, a partir dele, o aluno destaca-se em sua aprendizagem, pois é o principal gerenciador deste processo, aprendendo ativamente por diversos ins- trumentos educativos a partir da condução do professor.  Conclusões: O êxito do ensino híbrido pode estar relacionado ao seu caráter inovador, flexível, com boa relação custo-benefício e capaz de tornar os alunos protagonistas do seu processo de ensino-aprendizagem, influenciando no desempenho acadêmico dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Given the need to restructure healthcare education institutions due to the COVID-19 pandemic, hybrid education has been identified as an alternative to reorganize educational activities. The objective of this study is to describe hybrid education development in healthcare education.  Materials and Methods: A systematic literature review was conducted based on the PRISMA (preferred reporting items for systematic reviews and meta-analyses) guideline. A peerreviewed search was conducted across four electronic databases between July and September 2020. Descriptors used were &#8220;distance education&#8221;, &#8220;learning&#8221;, &#8220;health&#8221;, &#8220;nursing&#8221;, &#8220;medicine&#8221;, &#8220;dentistry&#8221;, &#8220;physical therapy&#8221; and &#8220;hybrid education&#8221;. Selected articles were classified based on their level of evidence.  Results: 49 articles were selected, including quantitative, qualitative and mixed methods studies. Experiences in the development of hybrid education in multiple healthcare courses were found. Hybrid education has been implemented based on the rotation model, a la carte model and Flex model.  Discussion: Hybrid education has been gaining more and more importance in the academic scenario of healthcare education. Based on this, students manage to stand out in their learning process as they become the main agent of this process by actively learning using multiple education tools provided by their teachers.  Conclusions: Successful hybrid education can be related to its innovative, flexible, cost-effective nature and the ability to turn students into key players in their teaching-learning process, which ends up influencing their own academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Ante la necesidad de reestructurar las instituciones de educación en salud a causa de la pandemia por COVID-19, se ha señalado a la educación híbrida como una alternativa para reorganizar las actividades educativas. El objetivo de este estudio es describir el desarrollo de la educación híbrida en la formación de los profesionales en el área de la salud.  Materiales y métodos: Revisión sistemática de la literatura basada en las recomendaciones de los elementos de informes preferidos para revisiones sistemáticas y metaanálisis (PRISMA). La búsqueda se realizó por pares entre julio y septiembre de 2020 en cuatro bases de datos electrónicas. Los descriptores utilizados fueron &#8220;educación a distancia&#8221;, &#8220;educación superior&#8221;, &#8220;aprendizaje&#8221;, &#8220;salud&#8221;, &#8220;enfermería&#8221;, &#8220;medicina&#8221;, &#8220;odontología&#8221;, &#8220;fisioterapia&#8221; y &#8220;educación híbrida&#8221;. A su vez, los artículos seleccionados se clasificaron según su nivel de evidencia.  Resultados: Se seleccionaron 49 artículos, entre los que se incluyeron estudios cuantitativos, cualitativos y de métodos mixtos. Se identificaron experiencias en el desarrollo de la educación híbrida en diferentes cursos de formación en el área de la salud. Se observó que la educación híbrida se implementó de acuerdo con el modelo de rotación, el modelo a la carta y el modelo Flex.  Discusión: La enseñanza híbrida ha venido ganando cada vez más importancia en el escenario académico de la educación en salud. Se observó que, a partir de esta, el estudiante logra destacarse en su aprendizaje, ya que se convierte en el principal gestor de este proceso al aprender de forma activa mediante diversas herramientas educativas guiadas por el docente.  Conclusiones: El éxito de la educación híbrida se puede relacionar con su carácter innovador, flexible, con buena relación costo-beneficio y la habilidad de convertir a los estudiantes en protagonistas de su proceso de enseñanza-aprendizaje, lo que influye en su propio rendimiento académico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Educação à Distância]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Revisão Sistemática]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Education, Distance]]></kwd>
<kwd lng="en"><![CDATA[Education, Higher]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Systematic Review]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Revisión sistemática]]></kwd>
</kwd-group>
</article-meta>
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