<?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>2665-0150</journal-id>
<journal-title><![CDATA[Más Vita. Revista de Ciencias de la Salud]]></journal-title>
<abbrev-journal-title><![CDATA[MasVita]]></abbrev-journal-title>
<issn>2665-0150</issn>
<publisher>
<publisher-name><![CDATA[A.C. Venezolana de Investigación Social en Pro de la Humanidad. ACVENISPROH]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-01502025000300095</article-id>
<article-id pub-id-type="doi">10.47606/acven/mv0282</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implementación de la enseñanza basada en simuladores en la formación quirúrgica: mejores prácticas y consideraciones claves]]></article-title>
<article-title xml:lang="en"><![CDATA[Implementation of simulator-based teaching in surgical training: best practices and key consideration]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chiriguaya Savinovich]]></surname>
<given-names><![CDATA[Coraima Dayana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mora Medina]]></surname>
<given-names><![CDATA[Allison Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortez Méndez]]></surname>
<given-names><![CDATA[Rodrigo José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico Universitario de Formación (UF)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico Universitario de Formación (UF)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Tecnológico Universitario de Formación (UF)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>7</volume>
<numero>3</numero>
<fpage>95</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-01502025000300095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-01502025000300095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-01502025000300095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La enseñanza quirúrgica enfrenta desafíos crecientes en la formación práctica debido a limitaciones éticas, logísticas y de seguridad del paciente. En este contexto, la simulación clínica se ha consolidado como una metodología efectiva para el desarrollo de habilidades técnicas y no técnicas en entornos controlados y sin riesgo para los pacientes.  Objetivo: Identificar las mejores prácticas y consideraciones clave en la implementación de la enseñanza basada en simuladores en programas de formación quirúrgica.  Materiales y método: Estudio mixto con enfoque descriptivo. Se aplicó un análisis documental de fuentes académicas y una encuesta estructurada a profesionales en formación quirúrgica para explorar el uso, percepción, beneficios y limitaciones de los simuladores en su proceso educativo. Los datos se analizaron de forma cualitativa y cuantitativa.  Resultados: El 84.3% de los encuestados estuvo de acuerdo en que la simulación debe ser parte integral de la formación quirúrgica. Aunque el 30.4% nunca ha usado simuladores, la mayoría destacó su utilidad en aspectos como el realismo anatómico (52%), la posibilidad de experimentar técnicas (45.1%) y la repetición de procedimientos (42.2%). Las barreras identificadas fueron la falta de realismo (50%), dificultad de uso (35.3%) y acceso limitado (30.4%).  Conclusiones: Los simuladores son herramientas valiosas y complementarias para la enseñanza quirúrgica. Si bien aún existen desafíos de accesibilidad y percepción, la evidencia muestra que su integración sistemática puede fortalecer significativamente el proceso formativo y la seguridad clínica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Surgical education faces increasing challenges in hands-on training due to ethical, logistical, and patient safety constraints. In this context, clinical simulation has emerged as an effective methodology for developing both technical and non-technical skills in a controlled, risk-free environment.  Objective: To identify best practices and key considerations in the implementation of simulator-based teaching in surgical training programs.  Materials and Methods: A mixed-methods descriptive study was conducted. Documentary analysis of academic sources was combined with a structured survey applied to surgical trainees to explore their usage, perceptions, benefits, and limitations regarding simulators. Data were analyzed using qualitative and quantitative techniques.  Results: A total of 84.3% of respondents agreed that simulation should be an integral part of surgical training. While 30.4% reported never using simulators, most participants highlighted their usefulness in areas such as anatomical realism (52%), experimentation with surgical techniques (45.1%), and the ability to repeat procedures (42.2%). Identified barriers included lack of realism (50%), difficulties adapting to the interface (35.3%), and limited access (30.4%).  Conclusions: Simulators are valuable and complementary tools in surgical education. Despite ongoing challenges related to access and perception, the evidence suggests that their systematic integration can significantly enhance surgical training and clinical safety.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Simulación quirúrgica]]></kwd>
<kwd lng="es"><![CDATA[Formación médica]]></kwd>
<kwd lng="es"><![CDATA[Habilidades clínicas]]></kwd>
<kwd lng="en"><![CDATA[Surgical simulation]]></kwd>
<kwd lng="en"><![CDATA[Medical training]]></kwd>
<kwd lng="en"><![CDATA[Clinical skills]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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