<?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>S2007-50572019000200050</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2019.30.1788</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto post-innovación curricular en la percepción del ambiente educacional de estudiantes de tecnología médica]]></article-title>
<article-title xml:lang="en"><![CDATA[Post-innovation curricular impact in perception of educational environment of medical technology students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chacón de la Cruz]]></surname>
<given-names><![CDATA[Tomás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Pimienta]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Véliz]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile Facultad de Medicina Instituto de Ciencias Biomédicas]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Chile Facultad de Medicina Instituto de Ciencias Biomédicas]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>8</volume>
<numero>30</numero>
<fpage>50</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572019000200050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572019000200050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572019000200050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En la última década, la Facultad de Medicina de la Universidad de Chile ha modificado los currículos de las ocho escuelas de la salud que la componen, con el fin de orientar el proceso educativo de los estudiantes en función de sus perfiles profesionales.  Objetivo: Determinar el impacto de la innovación curricular en la percepción del ambiente educacional de los estudiantes de segundo año de la Escuela de Tecnología Médica de la Facultad de Medicina.  Método:  Estudio transversal realizado en cuatro cohortes sucesivas (N=308), dos con currículo antiguo (años 2012 y 2013) y dos con currículo innovado (años 2014 y 2015). A todos los estudiantes se les aplicó el cuestionario DREEM. Este instrumento fue diseñado para medir la percepción del ambiente educacional y consta de 50 ítems, divididos en 5 sub-escalas: percepción de la enseñanza, de los profesores y del ambiente de aprendizaje, auto-percepción académica y social.  Resultados:  El puntaje promedio total aumentó significativamente en los dos años post-innovación (2012:116,2; 2013:117,6; 2014:131,1; 2015:133,3). Además, en las cohortes 2014 y 2015 aumentó significativamente el porcentaje de estudiantes que consideraron el ambiente educacional como excelente (2012:6,6%; 2013:7,5%; 2014:20,8%; 2015:23,7%). En dos de las cinco sub-escalas del cuestionario DREEM, percepción de la enseñanza y percepción del ambiente de aprendizaje, aumentó significativamente la percepción positiva en los estudiantes que cursaban el currículo innovado. En el resto de las subescalas no se observaron diferencias significativas entre las cuatro cohortes.  Conclusiones: De acuerdo con la opinión de los estudiantes, el proceso de innovación curricular en la Escuela de Tecnología Médica corrigió satisfactoriamente algunos aspectos deficitarios del currículum antiguo. El cuestionario DREEM entregó indicaciones acerca de las prioridades al momento de reformar el currículo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: In the last decade, the Faculty of Medicine of the University of Chile has modified the curriculum of its eight health schools, with the objective to guide the educational process of the students according to their professional profiles.  Aim:  To determine the impact of curricular innovation in the perception of educational environment of the second year students of School of Medical Technology of the Faculty of Medicine.  Method: This was a cross-sectional study. Four successive cohorts (N = 308), two of them with a former curriculum (years 2012 and 2013) and two others with an innovated curriculum (years 2014 and 2015), were surveyed with the DREEM questionnaire. This instrument was designed to measure the perception of the educational environment and consisted of 50 items, divided into 5 sub-scales: perception of teaching, teachers, learning environment, academic and social self-perception.  Results: The overall mean scores of the questionnaire were significantly higher in students in the two years post curricular innovation (2012:116.2; 2013:117.6; 2014:131.1; 2015:133.3). In addition, in the 2014 and 2015 cohorts the percentage of students who considered the educational environment as excellent increased significantly (2012:6.6%, 2013:7.5%, 2014: 20.8%, and 2015:23.7%). In two of the five sub-scales of the DREEM questionnaire, perception of teaching and perception of the learning environment, significantly increased the positive perception in the students with innovated curriculum. No differences were detected among the 4 cohorts in the rest of the subscales.  Conclusion: According to the students' opinion, the process of curricular innovation in the School of Medical Technology successfully corrected some deficient aspects of the former curriculum. The DREEM questionnaire gave indications about the priorities when reforming the curriculum.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[innovación curricular]]></kwd>
<kwd lng="es"><![CDATA[ambiente educacional]]></kwd>
<kwd lng="es"><![CDATA[cuestionario DREEM]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="es"><![CDATA[estudiantes ciencias de la salud]]></kwd>
<kwd lng="en"><![CDATA[curricular innovation]]></kwd>
<kwd lng="en"><![CDATA[educational environment]]></kwd>
<kwd lng="en"><![CDATA[DREEM questionnaire]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="en"><![CDATA[health science students]]></kwd>
</kwd-group>
</article-meta>
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