<?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>2244-761X</journal-id>
<journal-title><![CDATA[Revista Digital de Postgrado]]></journal-title>
<abbrev-journal-title><![CDATA[RDP]]></abbrev-journal-title>
<issn>2244-761X</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Medicina - Universidad Central de Venezuela, Caracas, Venezuela]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2244-761X2025000100302</article-id>
<article-id pub-id-type="doi">10.37910/rdp.2025.14.1.e418</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis reflexivo del proceso de enseñanza-aprendizaje en especialidades quirúrgicas: enfoque desde la educación basada en competencias]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflective analysis of the teaching-learning process in surgical specialties: competency-based education approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Da Silva]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Central de Venezuela  ]]></institution>
<addr-line><![CDATA[Caracas ]]></addr-line>
<country>Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2244-761X2025000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2244-761X2025000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2244-761X2025000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio aborda el proceso de enseñanza-aprendizaje en especialidades quirúrgicas desde la perspectiva de la Educación Basada en Competencias (EBC), resaltando la necesidad de transformar los modelos tradicionales, como el tutelar de Halsted, en otros, adaptativos y alineados con las demandas contemporáneas del sistema de salud. Se utilizó una metodología cualitativa, descriptiva y reflexiva, basada en análisis documental. Este enfoque permitió evaluar las fortalezas, oportunidades, debilidades y amenazas en la formación quirúrgica, con datos académicos y publicaciones entre 2013 y el presente. Los resultados destacaron la integración de metodologías innovadoras, como simuladores de alta fidelidad y realidad virtual, esenciales para fortalecer la práctica clínica y garantizar la seguridad del paciente. También se identificaron debilidades como la falta de uniformidad en los métodos de evaluación y resistencia al cambio en instituciones académicas, así como amenazas asociadas a restricciones presupuestarias y políticas regulatorias. En la discusión, se resalta la importancia de un análisis estratégico para contextualizar los programas quirúrgicos en realidades locales y regionales, adaptando estándares internacionales. La EBC demuestra ser un marco integral que combina habilidades técnicas, cognitivas, y éticas con valores humanísticos. En conclusión, se evidencia la necesidad de reformas en los modelos pedagógicos y organizativos, apoyadas en herramientas estratégicas de análisis para garantizar una formación quirúrgica adaptativa, segura y ética, alineada con las necesidades de los sistemas de salud actuales y futuros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study addresses the teaching-learning process in surgical specialties from the perspective of Competency-Based Education (CBE), highlighting the need to transform traditional models, such as Halsted's tutelary model, into adaptive approaches aligned with the contemporary demands of the health system. A qualitative, descriptive and reflexive methodology was used, based on an exhaustive documentary analysis. This approach allowed to evaluate the strengths, opportunities, weaknesses and threats in surgical training, with data collected in academic databases and publications between 2013 and the present. The results highlighted the integration of innovative methodologies such as high-fidelity simulators and virtual reality, essential to strengthen clinical practice and guarantee patient safety. Weaknesses were also identified, such as the lack of uniformity in evaluation methods and resistance to change in academic institutions, as well as threats associated with budgetary restrictions and regulatory policies. The discussion highlights the importance of a strategic analysis to contextualize surgical programs in local and regional realities, adapting international standards. CBE proves to be a comprehensive framework that combines technical, cognitive, and ethical skills with humanistic values. In conclusion, this work highlights the need for profound reforms in pedagogical and organizational models, supported by strategic analysis tools, to ensure adaptive, safe, and ethical surgical training, aligned with the needs of current and future health systems.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación Basada en Competencias]]></kwd>
<kwd lng="es"><![CDATA[Educación Médica]]></kwd>
<kwd lng="es"><![CDATA[Formación Quirúrgica.]]></kwd>
<kwd lng="en"><![CDATA[Competency-Based Education]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Specialization in Surgery]]></kwd>
<kwd lng="en"><![CDATA[Surgical Training.]]></kwd>
</kwd-group>
</article-meta>
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