<?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>2409-8752</journal-id>
<journal-title><![CDATA[Revista Científica de la UCSA]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. ciente. UCSA]]></abbrev-journal-title>
<issn>2409-8752</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Cono Sur de las Américas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2409-87522025000300057</article-id>
<article-id pub-id-type="doi">10.18004/ucsa/2409-8752/2025.012.03.057</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Qué métodos de estudio funcionan mejor? Evaluación de estrategias y rendimiento académico en estudiantes de Medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Which Study Methods Work Best? An Evaluation of Strategies and Academic Performance among Medical Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torales]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A3"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Müller]]></surname>
<given-names><![CDATA[Ayelén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sosa]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Romero]]></surname>
<given-names><![CDATA[Anthon Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[O´Higgins]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caycho-Rodríguez]]></surname>
<given-names><![CDATA[Tomás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hualparuca-Olivera]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ventriglio]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castaldelli-Maia]]></surname>
<given-names><![CDATA[João Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrios]]></surname>
<given-names><![CDATA[Iván]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Asunción Facultad de Ciencias Médicas Grupo de Investigación sobre Epidemiología de los Trastornos Mentales, Psicopatología y Neurociencias]]></institution>
<addr-line><![CDATA[San Lorenzo ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Los Lagos Vicerrectoría de Investigación y Postgrado ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Sudamericana Facultad de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Salto del Guairá ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Científica del Sur  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Continental Escuela de Psicología ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,University of Foggia Department of Clinical and Experimental Medicine ]]></institution>
<addr-line><![CDATA[Foggia ]]></addr-line>
<country>Italy</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,University of São Paulo Department of Psychiatry ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Universidad Nacional de Asunción Facultad de Ciencias Médicas Cátedra de Bioestadística]]></institution>
<addr-line><![CDATA[Santa Rosa del Aguaray ]]></addr-line>
<country>Paraguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>57</fpage>
<lpage>72</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2409-87522025000300057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2409-87522025000300057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2409-87522025000300057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio analizó los métodos y hábitos de estudio, así como la percepción de eficacia de las estrategias de aprendizaje, en estudiantes de segundo y tercer año de la carrera de Medicina de la Universidad Nacional de Asunción, Paraguay. Se utilizó un diseño transversal con aplicación de una versión adaptada del Learning and Study Strategies Inventory (LASSI), administrada a 192 participantes mediante cuestionarios en formato digital y presencial. Los resultados mostraron un predominio de métodos de estudio pasivos, como el subrayado y resumen corto (40,6%) y la lectura repetida (29,2%), mientras que las estrategias activas, como la autoevaluación (6,3%) y los mapas mentales (8,3%), fueron menos frecuentes. A pesar de ello, el 86% de los estudiantes consideró que su método de estudio era eficaz o muy eficaz. El promedio académico general fue de 3,48 (DE = 0,52), y el puntaje medio en la escala de hábitos de estudio fue de 36,24 (DE = 6,93). Se observó una correlación positiva entre los hábitos de estudio y las horas semanales dedicadas al estudio (r = 0,345; p &lt; 0,001), aunque no entre estas y el rendimiento académico. La edad se correlacionó negativamente con el promedio (r = &#8722;0,284; p &lt; 0,001). No hubo diferencias significativas según sexo o situación laboral, aunque los estudiantes de tercer año obtuvieron un rendimiento superior (p = 0,031). Los hallazgos subrayan la necesidad de promover estrategias activas y metacognitivas que mejoren la calidad del aprendizaje en la formación médica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study analyzed study methods, study habits, and the perceived effectiveness of learning strategies among second- and third-year medical students at the National University of Asunción, Paraguay. A cross-sectional design was employed using an adapted version of the Learning and Study Strategies Inventory (LASSI), administered to 192 participants through online and paper-based questionnaires. Results indicated a predominance of passive study methods such as highlighting and summarizing (40.6%) and rereading (29.2%), while active strategies like self-testing (6.3%) and mind mapping (8.3%) were less common. Despite this, 86% of students rated their study methods as effective or highly effective. The mean academic grade was 3.48 (SD = 0.52), and the mean study habit score was 36.24 (SD = 6.93). A positive correlation was found between study habits and weekly study hours (r = 0.345, p &lt; .001), although no association emerged between study hours and academic performance. Age correlated negatively with academic average (r = &#8722;0.284, p &lt; .001). No significant differences were found by sex or employment status, although third-year students obtained significantly higher grades (p = .031). The findings highlight the predominance of passive study techniques, the dissonance between perceived and actual effectiveness, and the limited use of metacognitive strategies. These results underscore the need to foster active learning methods and metacognitive awareness to improve the quality of medical education and academic performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[hábitos de estudio]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="en"><![CDATA[study habits]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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