<?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>S2007-50572025000100050</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2025.53.24622</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores asociados al alfabetismo científico en estudiantes de medicina de una universidad del Perú]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors associated with scientific literacy in medical students at a Peruvian university]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quinde-Ramos]]></surname>
<given-names><![CDATA[Brisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yupanqui-Bautista]]></surname>
<given-names><![CDATA[Cristhian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tasayco-Bazalar]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romaní-Romaní]]></surname>
<given-names><![CDATA[Franco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Piura Facultad de Medicina Humana ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</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>53</numero>
<fpage>50</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572025000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572025000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572025000100050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El alfabetismo científico es un conjunto de habilidades requeridas para explicar científicamente los fenómenos e interpretar los resultados de la investigación científica. Estas habilidades no han sido medidas en estudiantes de medicina de Perú, ni se conocen qué factores lo explican.  Objetivo:  Identificar los factores asociados al alfabetismo científico en estudiantes de medicina.  Método:  Se realizó un estudio transversal en 299 estudiantes de medicina de una universidad privada de Lima, Perú. Fue aplicado un cuestionario autoadministrado que incluyó un instrumento de 28 ítems para medir el alfabetismo científico (TOSLS-español); además, se recogió información sobre edad, sexo, escuela de procedencia, año de estudio, y estudios universitarios previos. Finalmente, se obtuvo el promedio ponderado y condición de becado de los estudiantes. El puntaje mínimo y máximo para el TOSLS-español fue de 0 y 28. Se evaluó a nivel crudo la asociación entre el número de respuestas correctas en el TOSLS-español (variable dependiente) y las variables asociadas, aquellas que alcanzaron un p&lt;0,25 fueron incluidas en un modelo lineal generalizado para un desenlace con distribución de Poisson.  Resultados:  La mediana del número de respuestas correctas fue 19. Ser mujer redujo en 8% el número de respuestas correctas respecto a los varones, el ser del quinto y sexto año incrementó en 10% y 11% el puntaje en el TOSLS-español comparado con el primer año. Finalmente, el incremento de un punto en el promedio ponderado incrementó en 7% el número de respuestas correctas.  Conclusiones:  Entre estudiantes de medicina el número de respuestas correctas en un instrumento de alfabetismo científico estuvo determinado por el sexo, el año de estudio y el rendimiento académico medido por el promedio ponderado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Scientific literacy is a set of skills required to scientifically explain phenomena and interpret the results of scientific research. These skills have not been measured in medical students in Peru, nor are the factors that explain it known.  Objective:  To identify the factors associated with scientific literacy in medical students.  Method:  A cross-sectional study was conducted on 299 medical students of a private university in Lima, Peru. A self-administered questionnaire was applied, this included a 28-item instrument to measure scientific literacy (TOSLS-Spanish), in addition, information was collected on age, sex, school of origin, year of study, and previous university studies. Finally, the weighted average and scholarship status of the students were obtained. The minimum and maximum scores for the TOSLS-Spanish were 0 and 28. The association between the number of correct responses in the TOSLS-Spanish (dependent variable) and the associated variables was evaluated at a crude level; those that reached a p &lt; 0.25 were included in a generalized linear model for an outcome with a Poisson distribution.  Results:  The median number of correct responses was 19. Being female reduces the number of correct responses by 8% compared to males. Being in the fifth and sixth year increased the TOSLS-Spanish score by 10% and 11%, respectively, compared to the first year. Finally, the increase of one point in the weighted average increased the number of correct answers by 7%.  Conclusions:  Among medical students, the number of correct responses in a scientific literacy instrument was determined by gender, year of study, and academic performance measured by the weighted average.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ciencia]]></kwd>
<kwd lng="es"><![CDATA[ciencia ciudadana]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Perú]]></kwd>
<kwd lng="en"><![CDATA[Science]]></kwd>
<kwd lng="en"><![CDATA[citizen science]]></kwd>
<kwd lng="en"><![CDATA[medical students]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[Peru]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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