<?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>0121-5256</journal-id>
<journal-title><![CDATA[Revista Med]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Med]]></abbrev-journal-title>
<issn>0121-5256</issn>
<publisher>
<publisher-name><![CDATA[Universidad Militar Nueva Granada. Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-52562025000100051</article-id>
<article-id pub-id-type="doi">10.18359/rmed.7696</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de médicos internos sobre el aprendizaje en un servicio de urgencias]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of Medical Interns on Learning in an Emergency Service]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepção dos médicos residentes sobre a aprendizagem em um serviço de emergência]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuluaga-Vélez]]></surname>
<given-names><![CDATA[Juan Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Gómez]]></surname>
<given-names><![CDATA[Margarita Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad CES  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>33</volume>
<numero>1</numero>
<fpage>51</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-52562025000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-52562025000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-52562025000100051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción:  Pese a estar incluida en los currículos universitarios, la medicina de urgencias en Colombia enfrenta desafíos en la formación adecuada de profesionales; la enseñanza en este campo es limitada y poco investigada, afectando la atención de pacientes críticos. Se propone reorientar la educación médica para mejorar el aprendizaje en este ámbito.  Objetivo:  Comprender el significado del aprendizaje en urgencias para los estudiantes de internado en la Clínica CES, describiendo cómo ellos perciben este entorno, las interacciones educativas que experimentan, y cómo la práctica profesional en urgencias contribuye a su formación médica.  Materiales y métodos:  Estudio cualitativo basado en el interaccionismo simbólico y la teoría fundamentada. Se realizaron entrevistas semiestructuradas a internos de medicina, con un análisis iterativo que permitió identificar categorías clave sobre su aprendizaje en urgencias.  Resultados:  Se identificaron tres categorías clave: 1) el entorno de urgencias como espacio integral de aprendizaje; 2) la importancia de las interacciones educativas con docentes y personal de salud, y 3) el desarrollo del profesionalismo médico, ganando confianza y autonomía.  Conclusiones:  Es esencial adaptar las interacciones educativas a las necesidades emocionales y cognitivas de los internos. El apoyo docente y el entorno de urgencias se reconocen como espacios significativos para el aprendizaje. La formación pedagógica de los docentes mejora la retroalimentación y el aprendizaje en este contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  Despite being included in university curricula, emergency medicine in Colombia faces challenges in adequately training professionals. Teaching in this field is limited and under-researched, which impacts the care of critically ill patients. A reorientation of medical education is proposed to improve learning in this area.  Objective:  To understand the meaning of emergency medicine learning for medical interns at Clínica CES, describing how they perceive this environment, the educational interactions they experience, and how professional practice in emergency services contributes to their medical training.  Materials and Methods:  A qualitative study based on symbolic interactionism and grounded theory. Semi-structured interviews were conducted with medical interns, followed by an iterative analysis that identified key categories related to their learning experiences in emergency settings.  Results:  Three key categories were identified: (1) the emergency setting as a comprehensive learning space; (2) the importance of educational interactions with faculty and healthcare staff; and (3) the development of medical professionalism, gaining confidence and autonomy.  Conclusions:  Adapting educational interactions to the emotional and cognitive needs of interns is essential. Faculty support and the emergency environment are recognized as significant learning spaces. Pedagogical training for faculty members enhances feedback and learning in this context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  Apesar de estar incluída nos currículos universitários, a medicina de emergência na Colômbia enfrenta desafios na formação adequada de profissionais; o ensino nesta área é limitado e pouco pesquisado, impactando o atendimento a pacientes críticos. Propõe-se reorientar a educação médica para aprimorar o aprendizado nesse contexto.  Objetivo:  Compreender o significado da aprendizagem em urgências para os estudantes de residência na Clínica CES, descrevendo como percebem esse ambiente, as interações educativas que vivenciam e como a prática profissional em emergências contribui para sua formação médica.  Materiais e métodos:  Estudo qualitativo baseado no interacionismo simbólico e na teoria fundamentada. Foram realizadas entrevistas semiestruturadas com residentes de medicina, com uma análise iterativa que permitiu identificar categorias-chave sobre sua aprendizagem em urgências.  Resultados:  Foram identificadas três categorias-chave: 1) o ambiente de emergência como um espaço integral de aprendizado; 2) a importância das interações educativas com docentes e profissionais de saúde; e 3) o desenvolvimento do profissionalismo médico, adquirindo confiança e autonomia.  Conclusões:  É essencial adaptar as interações educativas às necessidades emocionais e cognitivas dos residentes. O suporte docente e o ambiente de emergências são reconhecidos como espaços significativos para o aprendizado. A formação pedagógica dos docentes melhora o feedback e o aprendizado nesse contexto.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[atención de emergencias/urgencias]]></kwd>
<kwd lng="es"><![CDATA[medicina de emergencias/urgencias]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[entornos educativos]]></kwd>
<kwd lng="es"><![CDATA[internado médico]]></kwd>
<kwd lng="en"><![CDATA[Emergency Care]]></kwd>
<kwd lng="en"><![CDATA[Emergency Medicine]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Educational Environments]]></kwd>
<kwd lng="en"><![CDATA[Medical Internship]]></kwd>
<kwd lng="pt"><![CDATA[atendimento de emergência/urgência]]></kwd>
<kwd lng="pt"><![CDATA[medicina de emergência/urgência]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ambientes educativos]]></kwd>
<kwd lng="pt"><![CDATA[residência médica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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