<?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>S2007-50572016000100040</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2015.10.002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación del tutor en la aplicación de la estrategia de aprendizaje basado en problemas en las asignaturas de Integración Básico Clínica I y II]]></article-title>
<article-title xml:lang="en"><![CDATA[Tutor evaluation of a problem based learning application of assignments in Basic Clinical Integration courses I and II]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales-López]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz-Comonfort]]></surname>
<given-names><![CDATA[Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fortoul-van der Goes]]></surname>
<given-names><![CDATA[Teresa I.]]></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 Departamento de Integración de Ciencias Médicas]]></institution>
<addr-line><![CDATA[Distrito Federal México]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Coordinación de Ciencias Básicas]]></institution>
<addr-line><![CDATA[Distrito Federal México]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Departamento de Biología Celular y Tisular]]></institution>
<addr-line><![CDATA[Distrito Federal México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>5</volume>
<numero>17</numero>
<fpage>40</fpage>
<lpage>48</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572016000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572016000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572016000100040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción El ABP es una de las estrategias más empleadas en la educación médica y tienen sus inicios en la Universidad de McMaster en 1969. La figura del tutor-facilitador es relevante ya que es el que guía al pequeño grupo durante el proceso.  Objetivo Evaluar por parte de los estudiantes al tutor de las asignaturas de Integración Básico Clínica I y II con la aplicación del cuestionario de 24 ítems propuesto por Martínez-González et al.  Método Estudio descriptivo, retrospectivo y transversal. Se aplicó el cuestionario de 25 ítems con escala tipo Likert de cinco opciones, a los estudiantes de las obligatorias de IBC-I e IBC-II después de haber trabajado con sus tutores durante todo el curso. Se evaluaron cuatro ciclos escolares de IBC-I y tres de IBC-II. Se determinaron las frecuencias de respuesta, la media, el error estándar, análisis de varianza y se calculó la confiabilidad (&#945; de Cronbach) del cuestionario en cada aplicación.  Resultados Se aplicaron 6,862 cuestionarios que incluyeron el 83% de la población en cada ciclo escolar. Los valores de confiabilidad fueron de 0.9 en cada evaluación. Las respuestas con valores más bajos se observaron en «la participación del tutor como guía», y «no favorecer la participación de los integrantes del grupo» es un problema recurrente.  Conclusiones El ABP es la estrategia de las asignaturas evaluadas y la función del tutor es la base del éxito para el buen funcionamiento del trabajo en pequeños grupos. Los datos llevan a la reflexión sobre la necesidad de modificaciones en los talleres y en la forma de interactuar con los tutores para reforzar sus funciones en la estrategia del ABP.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Rationale Problem Based Learning &#8220;PBL&#8221; is an instructional strategy that was first used in McMaster University in 1969, and now widely used in medical education. The focus of the strategy is to work with real-patient cases in small groups with facilitator assistance during the whole process.  Objective To assess the role of the tutor in PBL sessions by medical students in two mandatory courses (Basic Clinical Integration I and II) by the application of a 25-item questionnaire proposed by Martínez-González et al.  Method A cross-sectional, descriptive and retrospective study was performed. A 25-item Likert type scale questionnaire was applied to the students from both courses (IBC-I and II) after being working with the tutor for more than a six-month period. Four IBC-I and three IBC-II classes were included in this study. Response frequencies, mean, standard error, and questionnaire validity (Crombach's alpha) were obtained for each application.  Results The total sample was 6,862 questionnaires (83% from each class), with a Cronbach's &#945; value of 0.9 for each class application. The lower values were for &#8220;The tutor functions as a guide&#8221; and &#8220;Not committed with the group functioning&#8221;, which were recurrent findings.  Conclusion PBL is the proposed learning strategy for IBC-I and IBC-II, and the role of the tutor is the support for the adequate functioning of the small groups. As there is a tendency for classical-teaching among tutors, their role in guidance should be reinforced. A modification in the PBL-workshops and tutor feedback is advised.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje Basado en Problemas]]></kwd>
<kwd lng="es"><![CDATA[Pregrado]]></kwd>
<kwd lng="es"><![CDATA[Tutor]]></kwd>
<kwd lng="es"><![CDATA[Facilitador]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="en"><![CDATA[Problem Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate]]></kwd>
<kwd lng="en"><![CDATA[Tutor]]></kwd>
<kwd lng="en"><![CDATA[Facilitator]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
</kwd-group>
</article-meta>
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<person-group person-group-type="author">
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<given-names><![CDATA[E.]]></given-names>
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<source><![CDATA[Informe anual 2014, Facultad de Medicina]]></source>
<year>2014</year>
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<publisher-name><![CDATA[UNAM]]></publisher-name>
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</article>
