<?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>S2007-50572025000100107</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2025.53.24618</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implicaciones del modelo estructural en la validación de instrumentos clínicos: Modelo reflectivo vs Modelo formativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Implications of the structural model in the validation of clinical instruments: Reflective model vs. formative model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Peralta]]></surname>
<given-names><![CDATA[Agles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta-Pedrero]]></surname>
<given-names><![CDATA[María Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Sánchez]]></surname>
<given-names><![CDATA[Martha Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Odontología ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Dermatológico Dr. Ladislao de la Pascua  ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>México</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>107</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572025000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572025000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572025000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Antecedentes:  Los cuestionarios, escalas, índices y criterios de clasificación se desarrollan y someten a validación, para medir de variables subjetivas de manera estandarizada.  Bases teóricas de los modelos estructurales:  Cuando las preguntas de un cuestionario se originan a partir del atributo, corresponde al modelo reflectivo que ha sido ampliamente utilizado en psicometría debido a la naturaleza de las variables de interés. En Ciencias de la Salud las variables de interés son diferentes, cuando las preguntas de los cuestionarios nacen de elementos constitutivos y son independientes entre sí, pertenecen a un modelo formativo.  Implicaciones del modelo estructural en el diseño y validación de instrumentos de medición en salud:  Cuando se usa el modelo reflectivo se crean un gran número de preguntas, y su reducción se realizará mediante análisis estadístico. Se debe determinar la fiabilidad de la prueba (consistencia interna) y la validez estructural. Con el modelo formativo se elabora un número reducido de ítems asegurando la validez de contenido con evidencia científica o, en su defecto, por consenso formal de expertos. Para refinarlos, se utiliza el nivel y la calidad de la evidencia, las características de la población objetivo y el propósito del instrumento, los métodos estadísticos y el juicio del investigador y/o el consenso formal de los expertos. Si existe un estándar de oro se realiza un estudio de pruebas diagnósticas, en caso contrario la validez de constructo.  Diferencias del modelo reflectivo versus formativo en la fase de desarrollo del instrumento:  Naturaleza del constructo, cronología del fenómeno, relación entre los indicadores o ítems y el constructo, direccionalidad del vínculo entre indicadores y constructo, número de indicadores identificados, ítems a elaborar y posible método de reducción, impacto teórico de la eliminación de ítems o indicadores sobre la idoneidad de la medición del constructo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background:  Questionnaires, scales, indices and classification criteria are developed and subjected to validation to measure subjective variables in a standardized manner.  Theoretical bases of structural models:  When the questions in a questionnaire originate from the attribute, it corresponds to the reflective model that has been widely used in psychometrics due to the nature of the variables of interest. In Health Sciences the variables of interest are different, when the questions in the questionnaires arise from constitutive elements and are independent of each other, they belong to a formative model.  Implications of the structural model in the design and validation of health measurement instruments:  When using the reflective model, many questions are created, and their reduction will be carried out through statistical analysis. The reliability of the test (internal consistency) and structural validity must be determined. With the formative model, a reduced number of items are developed, ensuring content validity with scientific evidence or, failing that, by formal consensus of experts. To refine them, the level and quality of evidence, the characteristics of the target population and the purpose of the instrument, statistical methods, and the researcher&#8217;s judgment and/or formal expert consensus are used. If there is a gold standard, a study of diagnostic tests is carried out, otherwise the construct validity.  Differences of the reflective versus formative model in the instrument development phase:  Nature of the construct, chronology of the phenomenon, relationship between the indicators or items and the construct, directionality of the link between indicators and construct, number of indicators identified, items to be developed and possible reduction method, theoretical impact of the elimination of items or indicators on the appropriateness of construct measurement.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cuestionarios]]></kwd>
<kwd lng="es"><![CDATA[escalas]]></kwd>
<kwd lng="es"><![CDATA[validez]]></kwd>
<kwd lng="es"><![CDATA[modelo reflectivo]]></kwd>
<kwd lng="es"><![CDATA[modelo formativo]]></kwd>
<kwd lng="en"><![CDATA[Questionnaires]]></kwd>
<kwd lng="en"><![CDATA[scales]]></kwd>
<kwd lng="en"><![CDATA[validity]]></kwd>
<kwd lng="en"><![CDATA[reflective model]]></kwd>
<kwd lng="en"><![CDATA[formative model]]></kwd>
</kwd-group>
</article-meta>
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