<?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>S2007-50572020000200063</article-id>
<article-id pub-id-type="doi">10.22201/facmed.20075057e.2020.34.19197</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validez y confiabilidad del DREEM en español colombiano y su adaptación a un currículo integrador]]></article-title>
<article-title xml:lang="en"><![CDATA[Validity, Reliability and Adaptation of the DREEM in Colombian Spanish and an Integrated Curriculum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Laverde Robayo]]></surname>
<given-names><![CDATA[Diana Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz Fonseca]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergel Guerrero]]></surname>
<given-names><![CDATA[John Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ospina Maldonado]]></surname>
<given-names><![CDATA[Vladimir Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintero Hernández]]></surname>
<given-names><![CDATA[Gustavo Adolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Rosario Escuela de Medicina y Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ Bogotá]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>9</volume>
<numero>34</numero>
<fpage>63</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572020000200063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572020000200063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572020000200063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En la evaluación de los currículos médicos ha sido importante medir el ambiente educativo con la ayuda de algunos instrumentos como el DREEM. Sin embargo, varios estudios han identificado problemas con sus propiedades psicométricas. La consistencia interna de sus cinco dominios es bastante variable y, en ciertos casos, la confiabilidad es baja. Para tomar decisiones sobre cambios curriculares en nuestro contexto es necesario validar este instrumento.  Objetivo:  Validar el DREEM en español colombiano y su adaptación a un currículo integrador.  Método:  Estudio cuantitativo, no experimental, exploratorio, transversal. La validación del contenido se realizó con juicio de 12 expertos. Participaron 308 estudiantes de medicina respondiendo el DREEM. La validación de constructo y la confiabilidad se determinaron con Análisis Factorial Exploratorio (AFE) y &#945; de Cronbach.  Resultados:  Se adecuaron sintáctica y semánticamente los ítems y se movilizaron siete ítems de un dominio a otro. El puntaje total del DREEM mostró un nivel de confiabilidad excelente (&#945; = 0,91), pero dos de sus dominios tuvieron un nivel cuestionable de consistencia interna. La validez de constructo indicó que 26 ítems serían suficientes para medir el ambiente educativo. Los ítems del dominio cinco y el ítem 17 quedaron excluidos del AFE.  Conclusiones:  El DREEM adaptado en español colombiano es un instrumento confiable y válido, pero algunos de sus dominios son cuestionables, lo que pone en duda sus soportes teóricos. Excluir el análisis independiente de estos dominios puede dificultar la comprensión de los resultados del DREEM y obstaculizar la toma de decisiones en áreas concretas del currículo. Por tanto, es necesaria una reconstrucción teórica del ambiente educativo y, en consecuencia, una reconceptualización de las subescalas de este constructo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Measurement of the educational environment has become of key importance in medical curriculum evaluation. The DREEM has been developed for this purpose. However, a number of studies have identified issues with the psychometric properties of the DREEM. The internal consistency of the 5 domains is rather variable and, in some cases, the reliability is low. Since information obtained from the DREEM can be used to change the curriculum in our context, it is necessary to validate this instrument.  Objective:  To validate the DREEM in Colombian Spanish considering an integrated curriculum.  Method:  Quantitative, non-experimental, exploratory, cross-sectional study. 12 experts in education validated the DREEM content. 308 medical students participated. Exploratory Factorial Analysis (EFA) and Cronbach&#8217;s &#945; determined construct validity and reliability.  Results:  Syntactic and semantic adaptations were made to the items. Seven items were mobilized from one domain to another. Although the total DREEM score had an excellent reliability level (&#945; = 0,91), domain analysis showed two questionable domains. The analysis indicated that 26 items may be enough for measuring the educational climate. Domain V items and item 17 were excluded.  Conclusions:  The adapted DREEM to Colombian Spanish is reliable and valid. However, some of the domains were questionable. Findings suggest the original theory of the DREEM domains embodies debatable assumptions. Excluding the independent analysis of the domains may harden scores understanding, which in turn may obstruct decision making in specific areas of the curriculum. Therefore, A new theory of the educational climate domains is needed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ambiente educativo]]></kwd>
<kwd lng="es"><![CDATA[medicina]]></kwd>
<kwd lng="es"><![CDATA[currículo integrado]]></kwd>
<kwd lng="es"><![CDATA[DREEM]]></kwd>
<kwd lng="es"><![CDATA[validez y confiabilidad]]></kwd>
<kwd lng="en"><![CDATA[Educational setting]]></kwd>
<kwd lng="en"><![CDATA[medicine]]></kwd>
<kwd lng="en"><![CDATA[integrated curriculum]]></kwd>
<kwd lng="en"><![CDATA[DREEM]]></kwd>
<kwd lng="en"><![CDATA[validity and reliability]]></kwd>
</kwd-group>
</article-meta>
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