<?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>S0120-00112021000300301</article-id>
<article-id pub-id-type="doi">10.15446/revfacmed.v69n3.84330</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Trends and challenges of medical education]]></article-title>
<article-title xml:lang="es"><![CDATA[Tendencias y retos de la educación médica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Calixto]]></surname>
<given-names><![CDATA[Mario Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Colombia Faculty of Medicine ]]></institution>
<addr-line><![CDATA[Bogotá D.C. ]]></addr-line>
<country>Colombia</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=S0120-00112021000300301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-00112021000300301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-00112021000300301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article is to reflect on the contextual factors that influence medical education, in order to provide some recommendations about the challenges that physicians face. A literature review was conducted to write this reflection paper, and it was found that the education of health professionals has undergone significant changes that are based on the development of biomedical sciences, technology, and pedagogy, and are influenced by the needs of the general population, the requirements of the health systems of each country, and scientific progress. These changes have given rise to challenges inherent to the special characteristics of each country and related to the quantity, quality, and relevance of the training of physicians. In this regard, it has been suggested that, in the face of such changes, it is necessary to design curricula that integrate all aspects of health care, consider the supply and demand of medical services, emphasize professionalism, take into account the pedagogical training of health sciences teachers, comply with quality standards, assist students in selecting undergraduate programs adequately (in this case Medicine), and ensure relevant clinical practice scenarios. It should also be noted that medical education has not adapted adequately to the aforementioned changes in many countries and, therefore, the development of teaching and learning strategies has lagged behind and physicians in such countries do not have the capacity to provide the health care required by the general population in a proper manner.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente artículo es reflexionar sobre los aspectos contextuales que influyen en la educación médica con el fin de plantear algunas recomendaciones a tener en cuenta a la hora de afrontar los retos a los que se enfrentan los médicos. Para la elaboración de la presente reflexión se realizó una revisión de la literatura en la que se encontró que la educación de los profesionales de la salud ha tenido importantes cambios que se fundamentan en el desarrollo de las ciencias biomédicas, la tecnología y la pedagogía, y están influenciados por las necesidades de la población, los requerimientos de los sistemas de salud de cada país y el progreso científico. Estos cambios han ocasionado desafíos inherentes a las particularidades de cada país y relacionados con la cantidad, la calidad y la pertinencia de la formación de los médicos. En este sentido, se ha planteado que para afrontar dichos cambios es necesario diseñar currículos que integren todos los aspectos relacionados con la atención en salud, consideren la oferta y la demanda de los servicios médicos, hagan énfasis en el profesionalismo, tengan en cuenta la capacitación pedagógica de los docentes en ciencias de la salud, cumplan los estándares de calidad, ayuden a los estudiantes a lograr la selección apropiada de programas de pregrado (en este caso medicina) y garanticen escenarios de práctica clínica pertinentes. De igual forma, para enfrentar estos retos se debe tener en cuenta que en muchos países la educación médica no se ha adaptado adecuadamente a los cambios antes mencionados, y, por lo tanto, el desarrollo de estrategias de enseñanza y aprendizaje se ha rezagado y los médicos no tienen la capacidad de proveer los cuidados de salud requeridos por la población de forma apropiada en estos territorios.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Education, Medical]]></kwd>
<kwd lng="en"><![CDATA[Professional Competence]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Patient Care]]></kwd>
<kwd lng="en"><![CDATA[Professionalism (MeSH)]]></kwd>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[Competencia profesional]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Atención al paciente]]></kwd>
<kwd lng="es"><![CDATA[Profesionalismo (DeCS)]]></kwd>
</kwd-group>
</article-meta>
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