<?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>S2007-50572023000400041</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2023.48.23523</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Flexibilidad cognitiva y rendimiento académico en estudiantes de primer año de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive flexibility and academic performance in first-year medical students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaimes Medrano]]></surname>
<given-names><![CDATA[Aurora Leonila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fossion]]></surname>
<given-names><![CDATA[Ruben]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Lázaro]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caraveo-Anduaga]]></surname>
<given-names><![CDATA[Jorge Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina Programa de Maestría y Doctorado en Ciencias Médicas, Odontológicas y de la Salud]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Centro de Ciencias de la Complejidad ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz División de Investigaciones Epidemiológicas y Psicosociales ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</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>41</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572023000400041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572023000400041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572023000400041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción Diversas investigaciones han demostrado que la flexibilidad cognitiva predice el rendimiento académico, principalmente en escolares, pero solo unas pocas han demostrado la participación de la flexibilidad cognitiva en el rendimiento académico de estudiantes universitarios.  Objetivo Analizar la asociación entre la flexibilidad cognitiva y el rendimiento académico de los estudiantes de primer año de medicina; además de algunos antecedentes socioeconómicos que influyen en el desarrollo y en el rendimiento académico.  Método Se realizó un estudio descriptivo de corte transversal, en una muestra de 406 estudiantes de primer año de medicina, se evaluó la flexibilidad cognitiva (con el programa informático WisConPC) y los antecedentes socioeconómicos, como factores asociados al rendimiento académico de estudiantes de medicina mediante un análisis de regresión lineal múltiple.  Resultados El estudio muestra que la flexibilidad cognitiva y el contexto sociocultural son factores asociados al rendimiento académico general, particularmente en materias biomédicas.  Conclusiones Los hallazgos de este estudio tienen implicaciones para el proceso de enseñanza-aprendizaje de las ciencias biológicas y químicas ya que los docentes pueden promover la flexibilidad cognitiva utilizando estrategias didácticas dirigidas al desarrollo y uso de operaciones mentales que implican la formulación de inferencias y la aplicación de ecuaciones proporcionales, razonamiento lógico y probabilístico, contribuyendo así a la construcción y transformación del conocimiento de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Various investigations have shown that cognitive flexibility predicts the academic performance of preschool and school children, but only a few of them have shown the participation of cognitive flexibility in the academic performance of university students.  Objective To analyze the association between cognitive flexibility and academic performance of first-year medical students; in addition to some socioeconomic background that influences cognitive development and academic performance.  Method In a sample of 406 first-year medical students, we evaluated cognitive flexibility (with the WisConPC computer program) and socioeconomic background as factors associated with the academic performance of medical students with multiple linear regression analysis.  Results Indicated that cognitive flexibility and sociocultural context are factors associated with general academic performance, particularly in biomedical subjects.  Conclusions The findings of this study have implications for the teaching-learning process of biological and chemical sciences since teachers can promote cognitive flexibility using didactic strategies aimed at the development and use of mental operations that imply the formulation of inferences and the application of proportional, logical, and probabilistic reasoning, thus contributing to the construction and transformation of the students&#8217; knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[flexibilidad cognitiva]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[nivel socioeconómico]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[cognitive flexibility]]></kwd>
<kwd lng="en"><![CDATA[medical students]]></kwd>
<kwd lng="en"><![CDATA[socioeconomic level]]></kwd>
</kwd-group>
</article-meta>
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