<?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>0378-6420</journal-id>
<journal-title><![CDATA[Revista Venezolana de Cirugía]]></journal-title>
<abbrev-journal-title><![CDATA[RevVenezCir]]></abbrev-journal-title>
<issn>0378-6420</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Venezolana de Cirugía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0378-64202023000200120</article-id>
<article-id pub-id-type="doi">10.48104/rvc.2023.76.2.14</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA SIMULACIÓN COMO HERRAMIENTA DE ENSEÑANZA Y APRENDIZAJE QUIRÚRGICO]]></article-title>
<article-title xml:lang="en"><![CDATA[SURGICAL SIMULATION AS A TEACHING AND LEARNING TOOL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moncada]]></surname>
<given-names><![CDATA[Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[Rosana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez M]]></surname>
<given-names><![CDATA[Verónica I]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Varela]]></surname>
<given-names><![CDATA[Cristopher L]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Terán]]></surname>
<given-names><![CDATA[Adrián J]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Central de Venezuela Escuela de Medicina José María Vargas ]]></institution>
<addr-line><![CDATA[Caracas ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,aff2  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Caracas  ]]></institution>
<addr-line><![CDATA[Caracas ]]></addr-line>
<country>Venezuela</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>76</volume>
<numero>2</numero>
<fpage>120</fpage>
<lpage>125</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S0378-64202023000200120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S0378-64202023000200120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S0378-64202023000200120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La simulación es la técnica de replicar un proceso o situación. El objetivo de la simulación quirúrgica es transferir de manera efectiva las habilidades adquiridas en el laboratorio al quirófano, reduciendo las curvas de aprendizaje y los costos operativos.  Objetivos:  Describir la utilización, ventajas, desventajas, y estado actual de la práctica basada en simulación como método de enseñanza y aprendizaje para la capacitación de residentes y cirujanos en los programas de formación quirúrgica, según lo reportado en la literatura científica actual.  Métodos:  Se realizó una búsqueda en la literatura utilizando palabras claves. Se sintetizaron los hallazgos de cada estudio en una revisión narrativa.  Resultados:  La simulación quirúrgica es una herramienta educativa que confiere ventajas únicas. Permite el desarrollo de programas de formación flexibles e individualizados, enfatiza el aprendizaje basado en problemas, basado en competencias y basado en destrezas, y acelera el proceso de aprendizaje al ofrecer entornos seguros para practicar procedimientos quirúrgicos complejos. Además, respalda la retroalimentación y el análisis posterior, fomenta la formación multidisciplinaria y facilita la investigación y la innovación, mejorando en última instancia la calidad de la atención médica.  Conclusiones:  Las ventajas prácticas de los programas de formación estructurados han convertido a la educación basada en la simulación en un método de enseñanza factible, confiable y altamente atractivo. La simulación no solo contribuye al desarrollo profesional de los residentes, sino que también mejora la seguridad del paciente y la calidad general de los servicios de salud.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Simulation is the act of replicating a process or situation. The objective of surgical simulation is to effectively transfer the skills acquired in the laboratory to the operating room, reducing the learning curves and operational costs.  Objectives:  To describe the use, advantages, disadvantages, and current state of simulation-based practice as a method of teaching and learning for the training of residents and surgeons in surgical training programs, as reported in the current scientific literature.  Methods:  A literature search was conducted using keywords. The findings of each study were synthesized in a narrative review.  Results:  Surgical simulation is an educational tool that offers unique advantages. It allows for the development of flexible and individualized training programs, emphasizes problem-based, competency-based, and skill-based learning, and accelerates the learning process by providing safe environments to practice complex surgical procedures. Furthermore, it supports feedback and post-analysis, encourages multidisciplinary training, and facilitates research and innovation, ultimately enhancing the quality of healthcare.  Conclusions:  The practical benefits of structured training programs have made simulation-based education a feasible, reliable, and highly attractive teaching method. Simulation not only contributes to the professional development of residents but also improves patient safety and the overall quality of healthcare services.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[educación quirúrgica]]></kwd>
<kwd lng="es"><![CDATA[simulación]]></kwd>
<kwd lng="es"><![CDATA[competencias quirúrgicas]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[surgical education]]></kwd>
<kwd lng="en"><![CDATA[simulation]]></kwd>
<kwd lng="en"><![CDATA[surgical skills]]></kwd>
</kwd-group>
</article-meta>
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