<?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>S2007-50572025000100035</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2025.53.23591</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experiencia de un examen virtual con monitoreo remoto: Perspectivas de los aspirantes a una residencia de psicología]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual exam with remote proctoring: psychology residency candidates&#8217; perspectives]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto Perez]]></surname>
<given-names><![CDATA[Amanda R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ladenheim]]></surname>
<given-names><![CDATA[Roberta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durante]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eymann]]></surname>
<given-names><![CDATA[Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Universitario Hospital Italiano Departamento de Investigación Centro de Investigación en Educación para Profesionales de la Salud]]></institution>
<addr-line><![CDATA[Bs. As. ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Hospital Italiano de Buenos Aires Servicio de Clínica Pediátrica ]]></institution>
<addr-line><![CDATA[Bs. As. ]]></addr-line>
<country>Argentina</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>35</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572025000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572025000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572025000100035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La pandemia por COVID-19 requirió adaptar las estrategias para selección de residentes a modalidad virtual. Los exámenes virtuales presentan dificultades adicionales y requieren mecanismos de supervisión adecuados. El monitoreo remoto es un sistema de supervisión no presencial, que emplea técnicas que aseguran la calidad de la evaluación, y estudios en otros países han mostrado que es una solución viable para prevenir fraude.  Objetivo:  Describir la experiencia de un examen de selección virtual con monitoreo remoto para el ingreso a la residencia de psicología en un hospital universitario en Argentina, con foco en la perspectiva de los participantes.  Método:  Estudio mixto, de corte transversal. En 2020, se llevó a cabo el primer examen de selección para la residencia de psicología con monitoreo virtual en nuestro centro. Se envió un cuestionario electrónico anónimo a los participantes en este examen para evaluar sus perspectivas. Se describen asimismo las principales características de esta modalidad.  Resultados:  Se obtuvieron 64 respuestas (tasa de respuesta 86%). El 92% eran mujeres, la edad promedio 27.9 ± 3.8 años. Según el 92% de los aspirantes, esta modalidad de examen permitió la evaluación de conocimientos. El 78% no consideró afectada su intimidad. La totalidad de los participantes repetirían la experiencia. Se identificaron como aspectos positivos la rapidez en la asistencia y disponibilidad de resultados, menos distracciones y la falta de necesidad de traslado, y como negativos, el riesgo de falla tecnológica y el riesgo de fraude.  Conclusiones:  Los participantes estuvieron conformes con el examen virtual con monitoreo remoto y repetirían esta experiencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The COVID-19 pandemic led to the need to adapt strategies for residency admission exams to virtual modalities. This modality is associated with additional challenges and requires appropriate supervision mechanisms. Remote proctoring is a method for monitoring students while they take an exam at a remote location, using technology to assure the quality of the evaluation, and different studies abroad have shown that it is a viable solution to prevent fraud.  Objective:  To describe the experience of a virtual residency admission exam, with remote proctoring, focusing on participants&#8217; perspectives  Method:  Cross-sectional, mixed-methods study. In 2020, our cenrtre held the first virtual admission exam for the psychology residency, with remote proctoring. An electronic, anonymous questionnaire was sent to candidates, to evaluate their perspectives. We also describe the main characteristics of this exam modality.  Results:  64 responses were obtained (response rate 86%). 92% of participants were female, their mean age was 27,9 ± 3,8 years. According to 92% of candidates, this exam modality allowed for assessment of their knowledge. 78% did not consider that their intimacy was affected. All participants would repeat the experience. Among positive aspects, fast assistance and availability of results, less distractions and no need to travel were identified by participants. Negative aspects included the risk of technology failure and the risk of fraud.  Conclusions:  Participants were satisfied with the virtual exam with remote proctoring, and would repeat this experience.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación en salud]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[proctorio]]></kwd>
<kwd lng="es"><![CDATA[monitoreo remoto]]></kwd>
<kwd lng="es"><![CDATA[selección de residentes]]></kwd>
<kwd lng="en"><![CDATA[Health education]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[proctoring]]></kwd>
<kwd lng="en"><![CDATA[resident selection]]></kwd>
</kwd-group>
</article-meta>
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