<?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>S2007-50572022000300063</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2022.43.22424</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hábitos de lectura y sus factores asociados en estudiantes de medicina de una universidad peruana]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading habits and their associated factors in medical students of a Peruvian university]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dextre-Vilchez]]></surname>
<given-names><![CDATA[Sergio Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tapia-Mayta]]></surname>
<given-names><![CDATA[Alexandra Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernaola-Palacios]]></surname>
<given-names><![CDATA[Julisa Dennisse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morán-Landeo]]></surname>
<given-names><![CDATA[Luis Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Best]]></surname>
<given-names><![CDATA[Nahomi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Los Andes Facultad de Medicina Humana ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>11</volume>
<numero>43</numero>
<fpage>63</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572022000300063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572022000300063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572022000300063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La lectura implica comprender, interpretar o reflexionar el significado de algo escrito con el objetivo del desarrollo intelectual y de habilidades comunicativas. Por lo que es importante que el estudiante de medicina tenga un buen hábito de lectura con el fin de adquirir capacidades de lectura crítica para valorar la calidad de la evidencia.  Objetivo:  Determinar los factores asociados a los hábitos de lectura en los estudiantes de medicina de la Universidad Peruana Los Andes.  Método:  Estudio observacional, analítico y transversal. Se aplicó un cuestionario a 248 estudiantes del primer al quinto año de carrera, conformado por dos partes: la primera sobre características sociodemográficas, académicas y factores que influyen en la lectura, y la segunda contenía la evaluación del hábito lector. Para determinar la asociación, se utilizó las pruebas de Chi cuadrado y t de Student. Además, se calcularon las razones de prevalencia crudas y ajustadas por medio de modelos lineales generalizados.  Resultados:  De los 248 estudiantes, la mayoría tenía un buen hábito lector (69.3%). El sexo femenino tuvo mejor hábito de lectura (74.4%) (p = 0.016), y el masculino se relacionó al mal hábito de lectura (RPc:1.43; IC95%:1.01-2.05). Por otro lado, el principal motivo de lectura académico tuvo una asociación significativa con el buen hábito de lectura (RPc:2.78; IC95%:1.59-4.86). Finalmente, en el análisis ajustado, este último fue el único con significancia estadística (RPa:2.84; IC95%:1.67-4.82).  Conclusiones: El buen hábito de lectura fue el más frecuente. Los factores asociados fueron el sexo masculino y la motivación principal académica. Se recomienda tomar medidas para mejorar los hábitos de lectura a través de talleres o la conformación de clubes de lectura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Reading implies understanding, interpreting or reflecting on the meaning of something written with the aim of intellectual development and communication skills. So it is important that the medical student have a good reading habit in order to acquire critical reading skills to assess the quality of the evidence.  Objective:  To determine the factors associated with reading habits in medical students at Universidad Peruana Los Andes.  Method:  Observational, analytical and transversal study. A questionnaire was applied to 248 students from the first to the fifth year of their studies, consisting of two parts: the first on sociodemographic characteristics, academic and factors that influence reading and the second contained the assessment of reading habit. To determine the association, the Chi-square and t Student tests were used. In addition, crude and adjusted prevalence ratios were calculated using generalized linear models.  Results:  Of the 248 students, most had a good reading habit (69.3%). The female sex had a better reading habit (74.4%) (p = 0.016) and the male had a bad reading habit (RPc:1.43; IC95%:1.01-2.05). On the other hand, the main reason for academic reading had a significant association with good reading habits (RPc:2.78; IC95%:1.59-4.86). Finally, in the adjusted analysis, the latter was the only one with statistical significance (RPa:2.84; IC95%:1.67-4.82).  Conclusions:  The good reading habit was the most frequent. The associated factors were the male sex and the main academic motivation. It is recommended to take measures to improve reading habits through workshops or the formation of reading clubs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[hábitos]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[medical students]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[habits]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
</kwd-group>
</article-meta>
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