<?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>S2007-50572025000100025</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2025.53.24609</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trayectorias académicas de tres generaciones de una licenciatura en Medicina durante la pandemia por COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Three generations academic trajectories from a public medical school during the SARS-CoV-2 pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bautista-Rodríguez]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fortoul]]></surname>
<given-names><![CDATA[Teresa Imelda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Programa de Maestría y Doctorado en Ciencias Médicas, Odontológicas y de la Salud ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Departamento de Biología Celular y Tisular]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>14</volume>
<numero>53</numero>
<fpage>25</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572025000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572025000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572025000100025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Al comportamiento de un grupo de estudiantes en algún establecimiento escolar desde el ingreso y hasta el egreso se le conoce como trayectorias académicas y se estudian con indicadores para predecir la eficiencia terminal e identificar estudiantes en riesgo. Diversos factores contextuales pueden afectar estas trayectorias.  Objetivo:  Determinar el efecto de la pandemia por SARS-CoV-2 en las trayectorias académicas de los estudiantes de una licenciatura de medicina en una universidad pública.  Método:  Estudio cuantitativo, no experimental, transversal, con un muestreo por conveniencia. Se obtuvo la información académica de todos los estudiantes que conformaron las cohortes 2016, 2017 y 2018. Mediante estadística descriptiva se obtuvieron los índices de: rendimiento académico, no acreditación, abandono, promoción y tiempo curricular, y se realizó un estudio de regresión lineal simple para buscar la predicción de la variable eficiencia terminal a tiempo curricular.  Resultados:  Se estudiaron 3,753 estudiantes, de estos 1,245, 1,265 y 1,243 pertenecieron a las cohortes 2016, 2017 y 2018. El 66% fueron mujeres y 34% hombres. El rendimiento académico global en una escala de 0 al 10 fue de 8.6, 8.7 y 8.9. El índice de no acreditación fue de 16% y el de promoción de 64% en la cohorte 2016, mayores que en las cohortes 2017 y 2018. El índice de abandono fue de 36%, 56% y 54%, respectivamente; 64% de los estudiantes logró el 100% de créditos en la cohorte 2016, 44% en la 2017 y 46% en la cohorte 2018. En las tres cohortes rendimiento académico y promoción predijeron la eficiencia terminal a tiempo curricular con un R cuadrado ajustado mayor de 0.75, que explicó más del 75% de la varianza (p &lt; 0.05).  Conclusiones:  El rendimiento académico aumentó durante la pandemia por SARS-CoV-2 al igual que en otras licenciaturas de las ciencias de la salud, probablemente por la difícil evaluación de los ciclos básicos y de la competencia clínica. El aumento del índice de abandono pudo ser provocado por el contexto pandémico al afectar aspectos económicos, laborales, de condiciones de salud y emocionales. Es necesario el diseño de estudios cualitativos o mixtos que brinden explicaciones más amplias de este fenómeno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The academic trajectory of a group of students from entry to graduation is known as their academic journey. To predict terminal efficiency and identify students at risk, indicators are used. However, various contextual factors may affect this trajectory.  Objective:  This study aims to determine the effect of the SARS-CoV-2 pandemic on the academic trajectories of three batches of medical students from a public university.  Method:  This is a retrospective, cross-sectional, non -experimental study that used convenience sampling to obtain academic information from students in the 2016, 2017, and 2018 cohorts. Descriptive statistics were used to obtain indices of academic performance, non-accreditation, abandonment, promotion, and curricular time. Additionally, a simple linear regression study was conducted to predict the terminal efficiency at curricular time variable.  Results:  A total of 3753 students were studied, with 1245, 1265, and 1243 belonging to the 2016, 2017, and 2018 cohorts, respectively. Of these, 66% were women and 34% were men. The overall academic performance, measured on a scale from 0 to 10, was 8.6, 8.7, and 8.9. The non-accreditation rate for the 2016 cohort was 16%, while the promotion rate was 64%, higher than in the 2017 and 2018 cohorts. The three cohorts had dropout rates of 36%, 56%, and 54%, respectively. In the 2016 cohort, 64% of students achieved 100% credits, while in 2017 and 2018, 44% and 46% of students achieved 100% credits, respectively. Academic performance and promotion predicted terminal efficiency at curricular time with an adjusted R squared greater than 0.75, which explained more than 75% of the variance (p &lt; 0.05).  Conclusions:  academic performance increased during the SARS-CoV-2 pandemic, as reported in other health sciences degrees. This may be due to the difficulties in evaluating basic cycles and clinical competence. The pandemic context may have contributed to the increase in the dropout rate by affecting economic, labor, health, and emotional aspects. To gain a more comprehensive understanding of this phenomenon, it is necessary to design qualitative or mixed studies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trayectorias académicas]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[pandemia por SARS-CoV-2]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Academic trajectories]]></kwd>
<kwd lng="en"><![CDATA[medical students]]></kwd>
<kwd lng="en"><![CDATA[SARS-CoV-2 pandemic]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
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