<?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>S2007-50572025000300053</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2025.55.24631</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validez y confiabilidad del Dundee Ready Education Environment Measurede 12 ítems en Perú]]></article-title>
<article-title xml:lang="en"><![CDATA[Validity and reliability of the 12-items Dundee Ready Education Environment Measure in Peru]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Cohaila]]></surname>
<given-names><![CDATA[Javier A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bustamante-Ordoñez]]></surname>
<given-names><![CDATA[Marina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Patiño-Villena]]></surname>
<given-names><![CDATA[Fiorela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pajuelo-Vasquez]]></surname>
<given-names><![CDATA[Renzo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia-Portocarrero]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saldaña-Amaya]]></surname>
<given-names><![CDATA[Deysi A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grau-Monge]]></surname>
<given-names><![CDATA[Jordi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Runzer-Colmenares]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Científica del Sur  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Pedro Ruiz Gallo Facultad de Medicina Humana ]]></institution>
<addr-line><![CDATA[Lambayeque ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>14</volume>
<numero>55</numero>
<fpage>53</fpage>
<lpage>62</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572025000300053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572025000300053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572025000300053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: El ambiente educacional incluye las interacciones sociales, la cultura, la organización y los espacios físico-virtuales, que influyen en el aprendizaje de los estudiantes. El Dundee Ready Education Environment Measure (DREEM), de 50 ítems, es el instrumento más utilizado para medirlo, pero su longitud representa una limitación importante. Para resolver esto, se desarrolló el DREEM-12, una versión más breve.  Objetivo:  Validar la estructura interna y la confiabilidad del DREEM-12, y explorar su asociación con la autoeficacia académica y el desempeño académico en estudiantes de medicina de una universidad privada en Lima, Perú.  Método:  Se realizó un estudio observacional de corte transversal en 351 estudiantes de medicina humana. Se utilizaron el DREEM-12 y la escala de autoeficacia académica como instrumentos de medición. Además, se recopilaron variables sociodemográficas y académicas como la edad, el sexo, el año académico y el Promedio Ponderado Universitario (PPU), indicador de desempeño académico. Se realizó un Análisis Factorial Confirmatorio (AFC) utilizando el estimador WLSMV. La validez de relación con otras variables se evaluó mediante la correlación de Pearson.  Resultados:  El AFC mostró un ajuste adecuado para el modelo de cinco factores del DREEM-12, con índices de bondad de ajuste robustos aceptables. Las cargas factoriales de los ítems fueron adecuadas (0.72 a 0.97) y las correlaciones entre factores oscilaron entre 0.45 a 0.91. La confiabilidad de cada factor fue adecuada según el omega de McDonald (0.72 a 0.93). Se encontraron correlaciones directas significativas entre el DREEM-12 y la autoeficacia académica (0.19 a 0.29), pero no con el desempeño académico.  Conclusiones:  El DREEM-12 demostró validez de estructura interna y confiabilidad, con asociación a la autoeficacia académica, siendo útil para evaluar el ambiente educacional en estudiantes de medicina en Perú.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The educational environment encompasses social interactions, culture, organizational structure, and physical-virtual spaces, all of which significantly influence student learning. The 50-item Dundee Ready Education Environment Measure (DREEM) is the most widely used tool to assess this environment, but its length poses a major limitation. To address this, the DREEM-12, a shorter version, was developed.  Objective:  To validate the internal structure and reliability of the DREEM-12 and explore its association with academic self-efficacy and academic performance among medical students at a private university in Lima, Peru.  Method:  A cross-sectional observational study was conducted with 351 medical students. The DREEM-12 and the academic self-efficacy scale were used as measurement tools. Sociodemographic and academic variables such as age, sex, academic year, and university GPA (as an indicator of academic performance) were also collected. Confirmatory Factor Analysis (CFA) was performed using the WLSMV estimator. The validity of the relationship with other variables was assessed through Pearson correlation.  Results:  The CFA showed an adequate fit for the five-factor model of the DREEM-12, with acceptable robust goodness-of-fit indices. The item factor loadings were adequate (ranging from 0.72 to 0.97), and the correlations between factors ranged from 0.45 to 0.91. The reliability of each factor was acceptable according to McDonald's omega (ranging from 0.72 to 0.93). Significant direct correlations were found between the DREEM-12 and academic self-efficacy (ranging from 0.19 to 0.29), but not with academic performance.  Conclusions:  The DREEM-12 demonstrated internal structure validity and reliability, with a significant association with academic self-efficacy, making it a useful tool for evaluating the educational environment in medical students in Peru.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[DREEM]]></kwd>
<kwd lng="es"><![CDATA[ambiente educacional]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia académica]]></kwd>
<kwd lng="es"><![CDATA[desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de medicina]]></kwd>
<kwd lng="en"><![CDATA[DREEM]]></kwd>
<kwd lng="en"><![CDATA[educational environment]]></kwd>
<kwd lng="en"><![CDATA[academic self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[medical students]]></kwd>
</kwd-group>
</article-meta>
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