<?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>S2007-50572015000400200</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2015.04.005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Proceso de validación de un instrumento para medir la lectura crítica de informes de investigación médica]]></article-title>
<article-title xml:lang="en"><![CDATA[Process of validation of an instrument to evaluate the critical reading in medical research papers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cobos Aguilar]]></surname>
<given-names><![CDATA[Héctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Cortés]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garza Quintanilla]]></surname>
<given-names><![CDATA[Héctor de la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ochoa Castro]]></surname>
<given-names><![CDATA[Carlos Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Monterrey Departamento de Ciencias Clínicas División de Ciencias de la Salud]]></institution>
<addr-line><![CDATA[San Pedro Garza García Nuevo León]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Monterrey Departamento de Ciencias Clínicas División de Ciencias de la Salud]]></institution>
<addr-line><![CDATA[San Pedro Garza García Nuevo León]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Hospital Christus Muguerza Alta Especialidad  ]]></institution>
<addr-line><![CDATA[Monterrey Nuevo León]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>4</volume>
<numero>16</numero>
<fpage>200</fpage>
<lpage>206</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572015000400200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572015000400200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572015000400200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción La lectura crítica de investigación es una herramienta de aprendizaje que debe ser manejada por profesores y alumnos. Las estrategias educativas deben enfocarse al aprendizaje activo del alumno. Instrumentos válidos y confiables deben elaborarse para medir los avances en este campo.  Objetivo Construir, validar y determinar la consistencia de un instrumento para evaluar la lectura crítica.  Método Instrumento: se revisaron artículos publicados sobre construcción de instrumentos, encuestas, casos y controles, pruebas diagnósticas, ensayo clínico aleatorizado, cohortes, seguimiento y metaanálisis. Se seleccionaron finalmente 8 artículos con los respectivos diseños. Se realizaron resúmenes y se derivaron enunciados y reactivos que exploraban la validez, la consistencia y los diseños, los estadísticos, resultados y discusión. Los reactivos se sustentaban en los indicadores de la lectura crítica: interpretación, enjuiciamiento y propuestas. Se realizó validación por técnica de Delphi en 2 rondas con 6 doctores o másteres en ciencias o educación, con experiencia en estos instrumentos. Finalmente se equilibró con 96 reactivos, 16 por diseño y 32 por indicador, con 48 respuestas falsas y verdaderas. Se calificó en forma ciega y con un programa para evitar errores de captura. Se obtuvieron medianas para el análisis. Se aplicó prueba piloto con 2 grupos de internos de pregrado (neófito G1 e intervenido G 2) y se determinó la consistencia por Kuder-Richardson. Se compararon extremos con U de Mann-Whitney. Se determinó también el nivel de azar.  Resultados Se obtuvo una consistencia de 0.79, aunque una validez concurrente inadecuada (Spearman = 0.31). Hubo diferencias globales en las medianas grupales G1 vs. G2 (11 vs. 29) así como en respuestas por azar (70% vs.8) y una comparación de extremos significativa (p &lt; 0.0019).  Conclusiones Es necesario construir y actualizar instrumentos de medición para medir el desarrollo de esta habilidad compleja trascendental en la crítica de la información médica publicada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction Critical appraisal is a learning tool that should be familiar to professors and students. Educational strategies should focus on the student's active learning. Valid and reliable tools should be constructed in order to measure progress in this field.  Objective To construct, validate and determine the consistency of a tool for evaluating critical reading.  Method Tool: a review was conducted on published articles on the construction of evaluation tools, surveys, cases and controls, diagnostic tests, randomised clinical trials, cohorts, follow-up and meta-analyses. Eight articles on each design were finally selected. They were summarised and statements and items were developed, by examining the document validity, consistency, design, statistics, results, and the discussion. The items were based on critical reading indicators: interpretation, judgment, and proposals. Validation was obtained using the Delphi technique in 2 rounds that included six Doctors or Masters in Science or Education, previously experienced in the use of these tools. It was balanced with 96 items, 16 per design and 32 per indicator, with 48 &#8220;true or false&#8221; answers. Grading was blind and using a software program to avoid capture errors. Medians were obtained for analysis. A pilot test was applied to two groups of student interns (neophytes G1 and intervened G2) and consistency was established with the Kuder-Richardson formula. Extremes were compared with the Mann-Whitney U test. The level of randomness was also determined.  Results A consistency of 0.79 was obtained, although concurrent validity was inadequate (Spearman = 0.31). There were overall differences in the group median values, G1 vs. G2 (11 vs. 29) as well as in random answers (70% vs.8%), and in comparison of extremes (P &lt; .0019).  Conclusions It is necessary to construct and update tools for measuring the development of this complex and transcendental ability required for the critical appraisal of published medical information.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Instrumento]]></kwd>
<kwd lng="es"><![CDATA[Validez]]></kwd>
<kwd lng="es"><![CDATA[Consistencia]]></kwd>
<kwd lng="es"><![CDATA[Lectura crítica]]></kwd>
<kwd lng="es"><![CDATA[Internado]]></kwd>
<kwd lng="en"><![CDATA[Instrument]]></kwd>
<kwd lng="en"><![CDATA[Validity]]></kwd>
<kwd lng="en"><![CDATA[Consistency]]></kwd>
<kwd lng="en"><![CDATA[Critical reading]]></kwd>
<kwd lng="en"><![CDATA[Internship]]></kwd>
</kwd-group>
</article-meta>
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