<?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>0185-2760</journal-id>
<journal-title><![CDATA[Revista de la educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ. sup]]></abbrev-journal-title>
<issn>0185-2760</issn>
<publisher>
<publisher-name><![CDATA[Asociación Nacional de Universidades e Instituciones de Educación Superior de la República Mexicana A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-27602005000400005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Examen profesional con el examen clínico objetivo estructurado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Larios Mendoza]]></surname>
<given-names><![CDATA[Heriberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trejo Mejía]]></surname>
<given-names><![CDATA[Juan A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez]]></surname>
<given-names><![CDATA[Ignacio]]></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[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Secretaría de Enseñanza Clínica, Internado y Servicio Social (SECISS)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Instituto de Matemáticas Aplicadas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2005</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2005</year>
</pub-date>
<volume>34</volume>
<numero>136</numero>
<fpage>5</fpage>
<lpage>15</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-27602005000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-27602005000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-27602005000400005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Objetivo: presentar los resultados de los alumnos de la Facultad de Medicina de la UNAM que aplicaron la Fase Práctica del Examen Profesional con el Examen Clínico Objetivo Estructurado (Ecoe). Metodología: Se evaluaron 338 alumnos en 2002, 607 alumnos en 2003 y 690 alumnos en 2004. El criterio para considerar un nivel de desempeño competente fue establecido arbitrariamente en 60%, tanto para problemas individuales como para el resultado global del examen. Resultados: la media ponderada que se obtuvo al aplicar en nueve, quince y diecisiete ocasiones el Ecoe (2002, 2003 y 2004) fue de 65.26, 65.44 y 65.78 en las 18 estaciones. Discusión: se pudo observar que el desempeño de los alumnos regulares fue mucho mejor que los irregulares ya que solo el 8.49%, 14.37% y 8.05 fueron suspendidos. Existe una alta confiabilidad en los exámenes aplicados. Los resultados obtenidos corroboraron las ventajas de éste instrumento para evaluar la competencia clínica de los estudiantes al terminar la carrera de Medicina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Objective: we present the results of the students who applied the Practical Phase of the Professional Exam with the Objective Structured Clinical Examination (Osce). Methodology: We assessed 338 students in 2002, 607 in 2003 and 690 in 2004 at the finish of the fifth year. The criteria to consider a competent performance level, was arbitrarily set up in 60%, both for individual problems and for the exam&#8217;s global result. Results: in 18 stations, the results were 65.26, 65.44 y 65.78 as global average. Discussion: we observed that the performance of the regular students were better than irregular so that only 8.49%, 14.37% y 8.05 were suspended. There is a high reliability in the nine, fifteen and seventeen exams applied. The results corroborated the advantages of this instrument, making it ideal to fully evaluate the clinical competence of the students at the finish of the career of Medicine.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[egreso]]></kwd>
<kwd lng="es"><![CDATA[medicina]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[medicine]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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