<?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>S2007-50572023000400009</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2023.48.22498</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ambiente educativo y éxito académico: ¿Están relacionados en la educación médica?]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational environment and academic success: Are they related in medical education?]]></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[Trompetero-González]]></surname>
<given-names><![CDATA[Andrea-Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergel]]></surname>
<given-names><![CDATA[John]]></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 Programa de Medicina]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Rosario Escuela de Medicina y Ciencias de la Salud Programa de Fisioterapia]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>48</numero>
<fpage>9</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572023000400009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572023000400009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572023000400009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  El ambiente educativo en medicina es importante porque permite comprender cómo ocurre el currículo en su contexto y cómo es entendido por los estudiantes. Sin embargo, se le ha dado poca atención a la relación entre el ambiente educativo de los currículos integradores y el éxito académico de los estudiantes de medicina.  Objetivo  Determinar si la percepción estudiantil del ambiente educativo de un currículo médico integrador está asociada con su éxito académico.  Método Estudio cuantitativo, no experimental, transversal y correlacional. Se analizaron variables de percepción estudiantil del ambiente educativo, usando el cuestionario validado DREEM durante el primer semestre de 2019. También se recolectaron datos del simulacro USMLE Step 1 y las calificaciones de los estudiantes en los cursos de los tres primeros años de carrera para medir su éxito académico.  Resultados 39 estudiantes participaron en el estudio. El puntaje promedio del DREEM fue 148/200, es decir, percibieron un ambiente con más elementos positivos que negativos. En el USMLE Step 1 se obtuvo un promedio de 30.92% y las notas del promedio académico fueron de 4.29/5.0 para el acumulado en tres años y 4.5/5.0 para el sexto semestre. No se encontró correlación entre el resultado total del DREEM y el puntaje en el simulacro del USMLE Step 1, ni con las calificaciones de los estudiantes.  Conclusiones Los hallazgos sugieren que las percepciones de los estudiantes sobre un buen ambiente educativo, reflejadas en el DREEM, no se correlacionan con su éxito académico. Conviene determinar si los esfuerzos que se realicen para cualificar el ambiente educativo, en relación con un currículo como el nuestro, redundarán en un mayor éxito académico de los estudiantes, por lo que se sugiere realizar otros estudios a futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction The academic environment in medicine is crucial since it provides insight into how the curriculum occurs in context and how it is understood by students. However, little attention has been given to the relationship between the academic environment of integrated curricula and the academic success of medical students.  Aim To determine whether students' perceptions of the academic environment in an integrated medical curriculum is associated with their academic success.  Method Quantitative, non-experimental, cross-sectional, correlational study. Students' perceptions of the academic environment were analyzed using the validated DREEM questionnaire during the first half of 2019. Data were also collected from the USMLE Step 1 simulacrum and students' grades to measure their academic success.  Results 39 students participated in the study. The average DREEM score was 148/200. They perceived an environment with more positive than negative elements. Students scored an average of 30.92% in USMLE Step 1 simulacrum and the GPA scores were 4.29/5.0 for the three-year cumulative and 4.5/5.0 for the sixth semester. No correlation was found between the total DREEM score and the USMLE Step 1 simulacrum score. No correlation was found between the total DREEM score and the students' grades.  Conclusions The findings suggest that being academically successful on course grades and international standardized tests may be different from feeling good about learning in an integrated medical curriculum. It is important to determine whether the efforts made to qualify the educational environment, in relation to a curriculum such as ours, will result in greater academic success of the students, for which reason it is suggested that further studies be carried out in the future.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[ambiente]]></kwd>
<kwd lng="es"><![CDATA[éxito académico]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[environment]]></kwd>
<kwd lng="en"><![CDATA[academic success]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
</kwd-group>
</article-meta>
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