<?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>2528-7907</journal-id>
<journal-title><![CDATA[Revista San Gregorio]]></journal-title>
<abbrev-journal-title><![CDATA[Revista San Gregorio]]></abbrev-journal-title>
<issn>2528-7907</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Gregorio de Portoviejo ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2528-79072025000200104</article-id>
<article-id pub-id-type="doi">10.36097/rsan.v1i62.3477</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias pedagógicas en la formación del profesional odontólogo: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical strategies in the training of dental professionals: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saltos Mendoza.]]></surname>
<given-names><![CDATA[Jonathan Paúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcet.]]></surname>
<given-names><![CDATA[Yoiler Batista]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Gregorio de Portoviejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Gregorio de Portoviejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>1</volume>
<numero>62</numero>
<fpage>104</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2528-79072025000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2528-79072025000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2528-79072025000200104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio tuvo como objetivo determinar las estrategias pedagógicas reportadas en la literatura científica que han sido implementadas en la formación de profesionales en Odontología entre los años 2013 y 2024. Se realizó una revisión sistemática de literatura, donde se consultaron bases de datos académicas como PubMed, SciELO y Google Scholar, aplicando la metodología PRISMA. Se identificaron inicialmente 80 artículos, de los cuales 18 cumplieron con los criterios de inclusión. Los resultados muestran que estrategias como la simulación clínica, el aprendizaje basado en problemas (ABP), el uso de videos, modelos anatómicos y plataformas virtuales han demostrado ser eficaces para mejorar el aprendizaje práctico, el razonamiento clínico y la motivación del estudiante. Sin embargo, se identificaron limitaciones asociadas a la escasa formación pedagógica de los docentes y la falta de integración sistemática de estas estrategias en los planes de estudio. Se concluye que estas metodologías innovadoras contribuyen significativamente al desarrollo de competencias clínicas en Odontología, siendo necesaria su incorporación continua, especialmente en contextos donde su aplicación aún es limitada, como el ecuatoriano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to identify the pedagogical strategies reported in the scientific literature that have been implemented in the training of dental professionals between 2013 and 2024. A systematic literature review was conducted using academic databases such as PubMed, SciELO, and Google Scholar, applying the PRISMA methodology. An initial search yielded 80 articles, of which 18 met the inclusion criteria. The results indicate that strategies such as clinical simulation, problem-based learning (PBL), the use of videos, anatomical models, and virtual platforms have proven effective in enhancing practical learning, clinical reasoning, and student motivation. However, limitations were identified, including insufficient pedagogical training among instructors and the lack of systematic integration of these strategies into dental curricula. It is concluded that these innovative methodologies significantly contribute to the development of clinical competencies in Dentistry, and their continued incorporation is necessary, particularly in contexts where their application remains limited, such as in Ecuador.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Odontología]]></kwd>
<kwd lng="es"><![CDATA[simulación clínica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[competencias clínicas]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies]]></kwd>
<kwd lng="en"><![CDATA[dentistry]]></kwd>
<kwd lng="en"><![CDATA[clinical simulation]]></kwd>
<kwd lng="en"><![CDATA[problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[clinical competencies]]></kwd>
</kwd-group>
</article-meta>
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