<?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>S2007-50572025000400081</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2025.56.24684</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de los profesores de pregrado sobre la evaluación en Ginecología y Obstetricia: un análisis cualitativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of undergraduate professors on evaluation in Gynecology and Obstetrics: a qualitative analysis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Salinas]]></surname>
<given-names><![CDATA[América Berenice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vives-Varela]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Hernández]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Limón Rojas]]></surname>
<given-names><![CDATA[Ana Elena]]></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"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[ Cd. Mx.]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Departamento de Investigación en Educación Médica]]></institution>
<addr-line><![CDATA[ Cd. Mx.]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Coordinación General de Estudios de Posgrado ]]></institution>
<addr-line><![CDATA[ Cd. Mx.]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<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>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>14</volume>
<numero>56</numero>
<fpage>81</fpage>
<lpage>93</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572025000400081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572025000400081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572025000400081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La evaluación en escenarios clínicos representó un desafío persistente en la educación médica, intensificado durante la pandemia por SARS-CoV-2. En el curso de Ginecología y Obstetricia (GyO), la falta de criterios estandarizados entre sedes hospitalarias generó disparidades en las calificaciones de los estudiantes, subrayando la necesidad de estrategias de evaluación homogéneas. La transición abrupta hacia la educación remota transformó las dinámicas de enseñanza y evaluación, evidenciando tanto limitaciones como oportunidades para innovar en la educación médica.  Objetivo: Examinar la percepción de los docentes en la evaluación del curso de GyO durante las rotaciones clínicas.  Método: Se adoptó un enfoque cualitativo mediante grupos focales con docentes de GyO. Las entrevistas fueron analizadas utilizando la teoría fundamentada, estructurando los hallazgos en un árbol de categorías.  Resultados: Emergieron tres temas principales: (1) Adaptación a la educación en línea: la enseñanza remota complicó la interacción y limitó la práctica clínica, aunque permitió explorar herramientas tecnológicas. (2) Reto en la evaluación de la práctica clínica: predominó la evaluación sumativa, destacándose la necesidad de una mayor claridad y equilibrio con la evaluación formativa. (3) Importancia de la capacitación docente: los docentes resaltaron el valor de la formación continua, especialmente en el uso de tecnologías para mejorar la enseñanza y la evaluación.  Discusión:  Los resultados evidenciaron las dificultades inherentes a la educación remota, particularmente en la evaluación de competencias prácticas. La capacitación docente y la adopción de herramientas tecnológicas se consideraron esenciales para optimizar la calidad formativa.  Conclusiones:  La evaluación en GyO presenta desafíos significativos, especialmente tras la pandemia. Un enfoque estandarizado y una mayor inversión en la formación docente son clave para mejorar la equidad y la eficacia educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Evaluation in clinical settings has been a persistent challenge in medical education, intensified during the SARS-CoV-2 pandemic. In the Gynecology and Obstetrics (GyO) course, the lack of standardized criteria across hospital sites led to disparities in student grades, highlighting the need for uniform evaluation strategies. The abrupt transition to remote education trans- formed teaching and assessment dynamics, revealing both limitations and opportunities for innovation in medical education.  Objective:  To explore faculty perception with the evaluation process in the GyO course during clinical rotations.  Method:  A qualitative approach was adopted, using focus groups with GyO faculty. The interviews were analyzed through grounded theory, structuring the findings in a category tree.  Results:  Three main themes emerged: (1) Adaptation to online education: remote teaching complicated interaction and limited clinical practice, although it enabled the exploration of technological tools. (2) Challenges in evaluating clinical practice: summative evaluation predominated, highlighting the need for greater clarity and balance with formative assessment. (3) Importance of faculty training: faculty emphasized the value of continuous professional development, particularly in the use of technology to enhance teaching and evaluation.  Discussion:  The findings revealed the inherent difficulties of remote education, particularly in assessing practical competencies. Faculty training and the adoption of technological tools were deemed essential to optimizing educational quality.  Conclusions: Evaluation in the GyO course poses significant challenges, especially after the pandemic. A standardized approach and increased investment in faculty development are crucial to improving equity and educational effectiveness.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[clínica]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="es"><![CDATA[ginecología y obstetricia]]></kwd>
<kwd lng="es"><![CDATA[pregrado]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[OBGYN]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[clerkship]]></kwd>
<kwd lng="en"><![CDATA[clinics]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[undergraduate]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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