<?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>S2007-50572024000400009</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.52.24655</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Correlación entre un WebECOE formativo y el rendimiento académico en estudiantes de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Correlation between a formative WebOSCE and academic performance in medical students.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barboza Soria]]></surname>
<given-names><![CDATA[Saúl Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Rivera]]></surname>
<given-names><![CDATA[Rocío Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trejo Mejía]]></surname>
<given-names><![CDATA[Juan Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-González]]></surname>
<given-names><![CDATA[Adrián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la Salud Dirección del Centro de Simulación y Práctica Clínica ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la Salud Dirección Ejecutiva de Innovación Educativa ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Cd. Mx. ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>52</numero>
<fpage>9</fpage>
<lpage>18</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000400009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000400009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000400009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción El Examen Clínico Objetivo Estructurado (ECOE) es el estándar de oro para la evaluación de la competencia clínica. Derivado de la pandemia causada por el SARS-CoV-2, aumentó la necesidad de un instrumento para evaluarla a distancia.  Objetivo Correlacionar la competencia clínica evaluada con un WebECOE formativo, con el rendimiento académico de estudiantes que finalizan el segundo año de la licenciatura de medicina.  Método Se realizó un estudio observacional, correlacional. A la población que finalizó el segundo año de la licenciatura de medicina se le aplicó la prueba. El muestreo fue censal, y se desarrolló un WebECOE de 8 estaciones con una escala global de evaluación que contempla cuatro niveles de desempeño. Se realizaron análisis psicométricos y se correlacionó el nivel de competencia clínica del WebECOE con el rendimiento académico mediante la rho de Spearman. La retroalimentación se realizó con un programa automatizado posterior a la prueba.  Resultados 207 estudiantes cumplieron con los criterios de inclusión del estudio para el análisis. La media del puntaje del WebECOE fue de 74.5, con los siguientes resultados por atributo: interrogatorio (70.7), exploración física (74.4), interpretación de estudios de gabinete (54.2), diagnóstico (67.9), manejo (83.0), profesionalismo y comunicación (84.5), trabajo en equipo (81.2), e integración clínica (67.6). El alfa de Cronbach fue de 0.89. La rho de Spearman para la correlación del rendimiento académico con el puntaje del WebECOE fue de 0.25 (p&lt;0.001).  Conclusión El WebECOE es un instrumento con suficientes evidencias de validez para evaluar dimensiones de la competencia clínica a distancia, y ésta tiene una correlación positiva con el rendimiento académico de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction The Objective Structured Clinical Examination (OSCE) is the gold standard for the assessment of clinical competence. With the SARS-CoV-2 virus-related pandemic, there was a rising need of an instrument for the assessment of this competence in distance education.  Objective We aimed to correlate the clinical competence assessed with a formative WebOSCE, and the academic performance of students who finish the second year of their medical degree.  Method An observational, correlational study was carried out. The test was applied to the students that completed the second year of the medical degree. The sampling was by census, and an 8-station WebOSCE was developed with a global evaluation scale that contemplates four levels of performance. Psychometric analyzes were performed and the level of clinical competence of the WebOSCE was correlated with academic performance using Spearman's rho. Feedback was done using an automated post-test program.  Results 207 students met the study inclusion criteria for analysis. The average WebOSCE score was 74.5, with the following results by attribute: interrogation (70.7), physical examination (74.4), interpretation of lab and imagenology studies (54.2), diagnosis (67.9), treatment (83.0), communication and professionalism (84.5), teamwork (81.2), and clinical integration (67.6). Cronbach's alpha obtained was 0.89. Spearman's rho for the correlation of academic performance and the WebOSCE was 0.25 (p&lt;0.001).  Conclusion The WebOSCE is an instrument with sufficient validity evidence to assess clinical competence dimensions at distance and has a positive correlation with the academic performance of students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ECOE]]></kwd>
<kwd lng="es"><![CDATA[WebECOE]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[competencia clínica]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[OSCE]]></kwd>
<kwd lng="en"><![CDATA[WebOSCE]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[clinical competence]]></kwd>
<kwd lng="en"><![CDATA[SARS-CoV-2]]></kwd>
</kwd-group>
</article-meta>
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