<?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>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572021000200051</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.38.20324</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Propuesta de un modelo de evaluación para competencias clínicas del estomatólogo]]></article-title>
<article-title xml:lang="en"><![CDATA[Proposal for a model for assessing the clinical competencies of the stomatologist]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vaillard Jiménez]]></surname>
<given-names><![CDATA[Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Arróniz]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huitzil Muñoz]]></surname>
<given-names><![CDATA[Enrique E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla Facultad de Estomatología ]]></institution>
<addr-line><![CDATA[Pue. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>10</volume>
<numero>38</numero>
<fpage>51</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000200051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  La evaluación holística para competencias clínicas estomatológicas puede ser una buena herramienta para identificar rupturas entre objetivos de instrucción y su método de enseñanza.  Objetivo  Proponer un diseño de evaluación holística como investigación evaluativa de tipo formativo, ecológico, naturalista, integrador para competencias clínicas del estomatólogo.  Método  En un estudio de tipo educativo, experimental, prospectivo, comparativo, se analizó con métodos mixtos el alcance de una evaluación holística utilizando ocho indicadores. La muestra fue organizada por grupos (n=4), alumnos(n=72), docentes (n=35) como grupos de interés involucrados en el proceso de enseñanza. Se instrumentó con observación etnográfica y entrevista a profundidad en los grupos de estudiantes y un cuestionario validado (Alpha de Cronbach=.8660) aplicado al personal docente clínico.  Resultados  Los grupos evaluados holísticamente incrementaron los tratamientos (Ts=8.38, p=0.001). El promedio grupal fue semejante (Ts=.235, p=10). Relación pacientes tratados-tiempo clínico diario (4 Horas cci=0.586, p=.01). Actualización docente=8.5%. Se realizó el análisis sintagmático del discurso del alumnado que reveló tiempo insuficiente, conflicto docente, evasión de responsabilidades, expectativas sobre calificaciones. El análisis mostró incongruencias entre administración-organización escolar, perfiles docentes inadecuados, y de ingreso insuficiente/dudoso. Expuso la ruta crítica del aprendizaje de competencias clínicas, los docentes desconocen/confunden los objetivos de los cursos clínicos y el proceso evaluativo.  Conclusiones  La propuesta es efectiva para el logro del aprendizaje de las competencias clínicas. La metodología de tipo mixto permite una mejor interpretación del fenómeno y facilita la toma de decisiones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  Holistic evaluation for stomatological clinical competencies can be a good tool to identify breaks between instructional objectives and your teaching method.  Objective  Propose a holistic evaluation design as an evaluative research of formative, ecological, naturalistic type, integrator for clinical competencies of the stomatologist.  Method  In an educational, experimental, prospective, comparative study, the scope of a holistic evaluation using eight indicators was analyzed with mixed methods. The sample was organized by groups (n = 4), students (n = 72), teachers (n = 35) as interest groups involved in the teaching process. It was conducted with ethnographic observation and in-depth interview in the student groups and a validated questionnaire (Cronbach's Alpha = .8660) applied to clinical teaching staff.  Results  The groups evaluated holistically increased the treatments (Ts = 8.38, p = 0.001), the group average was similar (Ts = .235, p = 10) Relationship treated patients-daily clinical time (4 Hours ICC = 0.586, p = .01) Teacher update = 8.5%. The syntagmatic analysis of the students that revealed insufficient time, teacher conflict, evasion of responsibilities, expectations about grades was performed. The analysis showed inconsistencies between school administration-organization, inadequate teaching profiles, and insufficient / doubtful income. He explained the critical path of learning clinical skills, teachers do not know / confuse the objectives of the clinical courses and the evaluation process.  Conclusions  The proposal is effective for the achievement of learning clinical skills. The mixed type methodology allows a better interpretation of the phenomenon and facilitates decision making]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación dental]]></kwd>
<kwd lng="es"><![CDATA[Competencias clínicas]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="en"><![CDATA[Dental education]]></kwd>
<kwd lng="en"><![CDATA[Clinical skills]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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