<?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>S2007-50572018000100010</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2017.01.148</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación del rol del tutor: comparación de percepción de estudiantes de las carreras de la salud]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation role of tutors: comparison of perception students of the Health Careers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro H.]]></surname>
<given-names><![CDATA[Nancy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamora S.]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Frontera Facultad de Medicina Oficina de Educación en Ciencias de la Salud]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Frontera Facultad de Medicina Oficina de Educación en Ciencias de la Salud]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>7</volume>
<numero>25</numero>
<fpage>10</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572018000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572018000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572018000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:   Objetivo:  Comparar el desempeño de tutores en diferentes niveles curriculares de las carreras de la salud, desde la perspectiva del estudiantado.   Método:  Se realizó una investigación cuantitativa descriptiva de corte transversal. La población correspondió a estudiantes de Enfermería, Kinesiología, Medicina, Nutrición, Obstetricia, Tecnología Médica, con experiencia en ABP de diferentes niveles curriculares. Se aplicó un instrumento de 23 ítems (&#945; Cronbach 0.91) agrupados en tres factores: tareas del tutor; dominio metodológico/aspecto actitudinal; ambiente de aprendizaje, a 1,541 estudiantes previo consentimiento informado. Para las respuestas se utilizó una escala tipo Likert (1 nunca a 5 siempre). Se realizó análisis de estadística descriptiva, comparación de medias con test de Scheffe.   Resultados:  En factor I se concentran ítems con menores medias en todos los niveles curriculares: estimula la autoevaluación y evaluación de pares de los estudiantes; ayuda a desarrollar habilidades individuales de comunicación en los estudiantes. En factor II el ítem con menor media fue demuestra responsabilidad en proceso tutorial y mayor demuestra compromiso en su rol de tutor/a. El factor III corresponde al mejor evaluado del instrumento, las mayores medias fueron estimula las buenas relaciones entre estudiantes; logra crear un ambiente de confianza y respeto en el tutorial. El factor I tiene diferencia significativa (p &lt; 0.05) entre primer nivel y clínico (p 0.002), el II entre primer nivel y preclínico (p 0.002); primer nivel y clínico (p 0.000). El factor III muestra diferencias entre primer nivel y clínico (p 0.000) y preclínico y clínico (p 0.027).   Conclusiones:  La mayor dificultad para los tutores se relaciona con algunos aspectos del proceso evaluativo, lo menos complejo se relaciona con el ambiente de aprendizaje favorable generado en la metodología. Estudiantes de niveles superiores valoran a los tutores con expertise en metodología y disciplinar. Se debiera focalizar la capacitación docente según estadios de desarrollo estudiantil y espacios de reflexión de pares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:   Objective:  To compare the performance of tutors in different curricular levels of Health Careers, from the student perspective.   Method:  Descriptive cross-sectional quantitative research was carried out. The population corresponded to students of Nursing, Kinesiology, Medicine, Nutrition, Obstetrics, Medical Technology, with experience in PBL of different curricular levels. A questionaire of 23-ítems, grouped into three factors: tutor tasks; methodological domain / attitudinal aspect; learning environment (&#945; Cronbach 0.91), was applied to 1.541 students with prior informed consent. A Likert scale (1 to 5) was used for the responses. A descriptive statistical analysis was performed, comparison of means with Scheffe&#8217;s test.   Results:  In factor I, items with lower means are concentrated in all curricular levels: It stimulates self-evaluation and peer evaluation of students; Helps develop individual communication skills in students. In factor II the item with lower mean was demonstrates responsibility in tutorial process and greater; demonstrates commitment in its role of tutor. The factor III corresponds to the best evaluated of the instrument, the greater means were stimulates the good relations between students; It manages to create an atmosphere of trust and respect in the tutorial. Factor I has a significant difference (p &lt; 0.05) between first level and clinical (p.002), the factor II between the first and preclinical levels (p.002); first level and clinical (p .000). Factor III shows differences between first level and clinical (p.000) and preclinical and clinical (p .027).   Conclusions:  The greatest difficulty for tutors is related to evaluative processes, the least complex is related to the favorable learning environment generated in the methodology. Students of higher levels value the tutors with expertise in methodology and discipline. Teacher training should be targeted according to student development stages and peer reflection spaces.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Médica]]></kwd>
<kwd lng="es"><![CDATA[Empatía]]></kwd>
<kwd lng="es"><![CDATA[Médicos]]></kwd>
<kwd lng="es"><![CDATA[Prueba psicológica]]></kwd>
<kwd lng="es"><![CDATA[Precisión de las mediciones dimensionales]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Medical]]></kwd>
<kwd lng="en"><![CDATA[Empathy]]></kwd>
<kwd lng="en"><![CDATA[Physicians]]></kwd>
<kwd lng="en"><![CDATA[Psychological test]]></kwd>
<kwd lng="en"><![CDATA[Dimensional measurement accuracy]]></kwd>
</kwd-group>
</article-meta>
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