<?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>S2007-50572024000100065</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.49.23531</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La acreditación de programas de educación médica: comparación de resultados entre equipos evaluadores]]></article-title>
<article-title xml:lang="en"><![CDATA[Medical education programs accreditation: comparison of results between evaluation teams]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-González]]></surname>
<given-names><![CDATA[Adrián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Minjares]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zapata Castilleja]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Hernández]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Tinoco]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santacruz-Varela]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Innovación Educativa y Educación a Distancia Coordinación de Universidad Abierta]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Nuevo León Curso de Pregrado de Pediatría ]]></institution>
<addr-line><![CDATA[Mty N.L.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Nuevo León Curso de Gastroenterología y Nutrición Pediátrica ]]></institution>
<addr-line><![CDATA[Mty N.L.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Superior de Medicina Unidad Adiestramiento y Certificación de Aptitudes Médicas]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Autónoma España de Durango Escuela de Ciencias Médicas ]]></institution>
<addr-line><![CDATA[Ciudad de Durango Dgo.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Subdivisión de Posgrado en Medicina Familiar]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>49</numero>
<fpage>65</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000100065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En México, el Consejo Mexicano para la Acreditación de la Educación Médica A.C. (COMAEM) tiene a su cargo la acreditación de los programas de educación médica que imparten las escuelas de medicina y para ello se apoya en dos equipos: el Equipo Evaluador (EE) y el Equipo Pre dictaminador (EP).  Objetivo:  Comparar los resultados del proceso de acreditación de programas de medicina realizado por los EE y EP, que establece el instrumento de acreditación del COMAEM.  Método:  Se analizaron los resultados de 39 programas de estudio de escuelas y facultades de medicina mexicanas acreditados por el COMAEM entre 2019 y 2022. Se utilizó una base de datos proporcionada por el COMAEM y se realizó un análisis descriptivo con medidas de tendencia central y dispersión para comparar los puntajes de evaluación asignados por los EE y EP, según distintas variables. Se aplicó la prueba t de Student para muestras independientes con el fin de identificar si existían diferencias significativas.  Resultados:  Los puntajes asignados por los EE y los EP durante los procesos de acreditación de 39 programas de educación médica fueron similares para los resultados globales, totales y para los diferentes tipos de indicadores (básicos, indispensables y de calidad), con algunas diferencias que no fueron estadísticamente significativas. Se encontraron mejores puntajes y mayor homogeneidad entre los programas para los indicadores básicos e indispensables que para los de calidad, los que además tuvieron mayor dispersión, lo que sugiere mayor madurez de las escuelas para cumplir con los primeros que con estos últimos.  Conclusiones:  La competencia de ambos equipos es similar y su experiencia, interpretación de los estándares de acreditación y la imparcialidad para realizarla, proporciona suficiente confiabilidad a la acreditación que realiza el COMAEM y es una garantía para las escuelas de medicina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  In Mexico, the Mexican Council for the Accreditation of Medical Education A.C. (COMAEM, by its acronym in Spanish) is in charge of the accreditation of medical education programs taught by medical schools and for this it relies on two teams, the Evaluation Team (ET) and the Predetermination Team (PT).  Objective:  To compare the results of the accreditation process of medical schools and faculties carried out by the ETs and PTs, which establishes the COMAEM accreditation instrument.  Method:  The results of 39 educational programs of Mexican medical schools and colleges accredited by COMAEM between 2019 and 2022 were analyzed. A database provided by COMAEM was used and a descriptive analysis was carried out with measures of central tendency and dispersion to compare the evaluation scores assigned by the ET and PT according to different variables. Student&#8217;s t-test was applied for independent samples in order to identify whether there were significant differences.  Results:  The scores assigned by the ETs and the PTs during the accreditation processes of 39 medical educational programs were similar for global and total results and for the different types of indicators; basic, essential and quality, with some differences that were not statistically significant. Better scores and greater homogeneity were found among the programs for the basic and essential indicators than for the quality ones, which also had a greater dispersion, which suggests a greater maturity of the schools to comply with the basic and essential indicators than with the quality indicators.  Conclusions:  The competence of both teams is similar and their experience, interpretation of the accreditation standards and the impartiality to carry it out provide sufficient reliability to the accreditation carried out by COMAEM and is a guarantee for medical schools.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Acreditación]]></kwd>
<kwd lng="es"><![CDATA[medicina]]></kwd>
<kwd lng="es"><![CDATA[pregrado]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="en"><![CDATA[Accreditation]]></kwd>
<kwd lng="en"><![CDATA[medicine]]></kwd>
<kwd lng="en"><![CDATA[undergraduate]]></kwd>
<kwd lng="en"><![CDATA[education quality]]></kwd>
</kwd-group>
</article-meta>
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