<?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>S2007-50572016000300136</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2015.11.002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El proceso de la evaluación formativa desde el modelo Weisbord en educación médica]]></article-title>
<article-title xml:lang="en"><![CDATA[The process of formative assessment from the Weisbord model in medical education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Castillo]]></surname>
<given-names><![CDATA[Diana Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Varela Ruiz]]></surname>
<given-names><![CDATA[Margarita]]></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 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 Maestría en Educación en Ciencias de la Salud Programa de Maestría y Doctorado en Ciencias Médicas, Odontológicas y de la Salud]]></institution>
<addr-line><![CDATA[D.F. 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[D.F. México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>5</volume>
<numero>19</numero>
<fpage>136</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572016000300136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572016000300136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572016000300136&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción Las organizaciones son sistemas abiertos con dinámicas particulares respecto a las tareas y funciones a lograr, determinadas por los objetivos de la estructura. En este sentido, es preciso realizar un diagnóstico organizacional con el propósito de determinar las áreas de oportunidad cuando la organización educativa (Facultad de Medicina de la UNAM) establece una nueva estrategia para el cumplimiento de sus objetivos institucionales, en este caso a través de la implementación de la evaluación formativa.  Objetivo Realizar un diagnóstico organizacional a través del modelo Weisbord, que consiste en el análisis de 6 categorías de la organización.  Método Se utilizó el método cualitativo para comprender los fenómenos sociales desde la perspectiva del involucrado, con un cuestionario de respuesta abierta para explorar las diferentes etapas del proceso de evaluación. Se complementó con 3 grupos focales y 12 entrevistas hasta alcanzar el punto de saturación. La categorización y la codificación de los resultados se realizó de acuerdo con el árbol de categorías previamente estructurado y el análisis fue sustentado en el modelo Weisbord.  Resultados El resultado diagnóstico se centró en las cuestiones internas de la organización y planteó principalmente las preguntas relacionadas con el ajuste entre lo que es y lo que debería ser en las 6 categorías del modelo Weisbord (propósito, estructura, relaciones, recompensas, liderazgo y mecanismos útiles).  Conclusiones El uso coherente de la evaluación formativa en el sistema puede ayudar a los involucrados a enfrentar los obstáculos que se presentan para desempeñar su práctica profesional de una forma más amplia en el campo clínico y en las aulas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Organisations are open dynamic systems with particular regard to the tasks and functions required to achieve the objectives determined by the structure. In this sense, an organisational diagnosis must be made in order to determine areas of opportunity when the educational organisation (Faculty of Medicine, UNAM) establishes a new strategy for meeting its corporate objectives, in this case through the implementation of a formative assessment.  Objective To make an organisational diagnosis using a Weisbord model consisting of a 6-category analysis of the organization.  Method It was decided to use the qualitative method for understanding the social phenomena involved, using an open-response questionnaire to examine the different steps of the assessment process. Three focal groups and 12 interviews subsequently took place until the saturation point was reached. The categorising and coding of the results was performed according to previously constructed category tree, and finally were analysed supported by the Weisbord model.  Results The diagnosis results focused on the internal affairs of the organisation, and mainly posed questions that have to do with the fit between of &#8220;what is and what should be&#8221; in the 6 categories from the Weisbord model (purpose, structure, relationships, rewards, leadership, and helpful mechanisms).  Conclusions A consistent use of formative assessment in the system can help those involved in confronting the obstacles that emerged by performing their professional practice in the clinic and in the classroom more broadly.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Realimentación]]></kwd>
<kwd lng="es"><![CDATA[Modelo Weisbord]]></kwd>
<kwd lng="es"><![CDATA[Evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[Diagnóstico organizacional]]></kwd>
<kwd lng="en"><![CDATA[Feedback]]></kwd>
<kwd lng="en"><![CDATA[Weisbord model]]></kwd>
<kwd lng="en"><![CDATA[Formative assessment]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[Organisational diagnosis]]></kwd>
</kwd-group>
</article-meta>
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