<?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>S2007-50572022000200055</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2022.42.21413</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Asociación de factores sociodemográficos y académicos con aprendizaje autodirigido en estudiantes de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Association of sociodemographic and academic factors with self-directed learning in medical students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Franco]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez Celedonio]]></surname>
<given-names><![CDATA[Félix Guillermo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Aguilar]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar Martínez]]></surname>
<given-names><![CDATA[Luis Lorenzo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos Castro]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosas Murga]]></surname>
<given-names><![CDATA[Flor Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[ Ver.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Valle de México Escuela de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Boca del Río Ver.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Veracruzana Área de Ciencias de la Salud Dirección General]]></institution>
<addr-line><![CDATA[Xalapa Ver.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Veracruzana Facultad de Medicina ]]></institution>
<addr-line><![CDATA[ Ver.]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>11</volume>
<numero>42</numero>
<fpage>55</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572022000200055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572022000200055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572022000200055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El aprendizaje autodirigido es una habilidad del estudiante que le permite obtener mayor desempeño académico a través de poner en práctica sus capacidades metacognitivas, motivacionales y conductuales, enfocadas en metas de adquisición de conocimientos y destrezas.  Objetivo:  Se determinó la asociación del nivel de aprendizaje autodirigido con características sociodemográficas y académicas de estudiantes de medicina.  Método:  Se realizó encuesta transversal comparativa en estudiantes de medicina, mediante la aplicación de la Escala de Autoevaluación del Aprendizaje Autodirigido y un cuestionario estructurado para recabar características sociodemográficas y académicas. Se efectuó análisis con estadística descriptiva, pruebas de correlación, inferenciales y de asociación.  Resultados:  Se incluyeron en el estudio 247 estudiantes de medicina con edad de 21.3 ± 1.9 años, 147 (51.4%) fueron de sexo femenino. La puntuación de aprendizaje autodirigido fue moderada en 116 (47.0%) estudiantes y quienes tuvieron promedio superior a 9 alcanzaron puntuación de 120.1 ± 12.4 en comparación con 114.5 ± 12.5 de aquellos con promedio escolar de 8.00 a 8.99 y 110.7 ± 12.1 con los de 7.00 a 7.99 (p &lt; 0 .001), r = 0.230. Promedio inferior a 7, obtuvo OR 2.3, IC 95% (1.01 - 5.27) para baja competencia de aprendizaje autodirigido. No hubo diferencia entre grados académicos (p &gt; 0.05).  Conclusiones:  Estudiantes de medicina presentan desarrollo medio o semiestructurado de aprendizaje autodirigido que se asoció con estatus académico y promedio escolar pero no con características sociodemográficas ni grado académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Self-directed learning is a student's skill that allows them to achieve greater academic performance through putting into practice their metacognitive, motivational and behavioral abilities focused on goals of acquisition of knowledge and skills.  Objective:  The association of the level of self-directed learning with sociodemographic and academic characteristics of medical students was determined.  Method:  A comparative cross-sectional survey was conducted in medical students through the application of the Self-Directed Learning Self-Assessment Scale and a structured questionnaire to collect sociodemographic and academic characteristics. Analyses were carried out with descriptive statistics, correlation, inferential and association tests.  Result:  Included in the study were 247 medical students aged 21.3 ± 1.9 years, 147 (51.4%) were female. The self-directed learning score was moderate in 116 (47.0%) students and those who had an average above 9 achieved a score of 120.1 ± 12.4 compared to 114.5 ± 12.5 of those with a school average of 8.00 to 8.99 and 110.7 ± 12.1 with those from 7.00 to 7.99 (p &lt;0.001), r = 0.230. Average below 7, obtained OR 2.3, 95% CI (1.01 - 5.27) for low self-directed learning competence. There was no difference between academic grades (p &gt; 0.05).  Conclusions:  Medical students present medium or semi-structured development of self-directed learning that was associated with academic status and school average but not with sociodemographic characteristics or academic degree.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autodirigido]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje intencional]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[self-directed learning]]></kwd>
<kwd lng="en"><![CDATA[intentional learning]]></kwd>
</kwd-group>
</article-meta>
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