<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672019000100102</article-id>
<article-id pub-id-type="doi">10.23913/ride.v9i18.414</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Instrumentos para medir la habilidad de comunicación: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Instruments to Measure Communication Skill: A Systematic Review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Instrumentos para medir habilidades de comunicação: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León Pérez]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escudero Nahón]]></surname>
<given-names><![CDATA[Alexandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bas Cerdá]]></surname>
<given-names><![CDATA[María del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>18</numero>
<fpage>102</fpage>
<lpage>128</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672019000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672019000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672019000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existe un amplio consenso respecto al hecho de que hay una brecha entre las habilidades propias del siglo XXI que el mercado laboral demanda a los nuevos profesionales y las habilidades que estos adquieren en el ámbito de la educación superior. Diversos estudios demuestran que la habilidad de comunicación es de las más demandas por los empleadores, a la vez que una de las más precarias entre los recién egresados. El objetivo del presente trabajo fue establecer el estado actual de la investigación respecto a instrumentos de medición de la habilidad de comunicación en estudiantes de educación superior. Se realizó una revisión sistemática de la literatura especializada en instrumentos para medir la habilidad de comunicación en estudiantes con base en el método Prisma. Fueron revisados textos publicados desde 2014 a la fecha en las bases de datos Scopus y Web of Science. Se hizo énfasis en el análisis del riesgo de sesgo, realizado con la herramienta de la colaboración Cochrane. Así, se obtuvieron 243 artículos y se analizó el texto completo de aquellos que cumplieron los primeros criterios de selección, a saber, 130 artículos, de los cuales se eligieron 12 por cumplir con todos los criterios establecidos. A partir de ello, se obtuvo, entre otros, datos de población y muestra, número de ítems, proceso de validez y riesgo de sesgo. Un hallazgo relevante es que en el área médica se han diseñado más instrumentos para medir la habilidad de comunicación, además, se basan en dimensiones comunes y cuentan con procesos de validez de contenido bien descritos; sin embargo, la validez de constructo se realizó con más detalle en un instrumento del área de ingeniería. Otro hallazgo importante es que parece que el éxito del proceso comunicativo depende, en gran medida, de la preparación del mismo por parte de los participantes. La combinación de las dimensiones del área médica y los procesos de validez de constructo de otras áreas podría generar instrumentos más precisos para medir tanto las habilidades de comunicación como las habilidades digitales de comunicación, hoy en día necesarias en una economía del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is a broad consensus regarding the fact that there is a gap between the skills of the 21st century that the labor market demands from new professionals and the skills they acquire in the field of higher education. Several studies conclude that communication skill is one of the most demanded by employers as well as one of the most precarious among recent graduates. The aim of the present work was to establish the current state of research regarding the measurement of communication skills in higher level students. A systematic review of the literature specialized in instruments to measure communication skill in students based on the PRISMA method was conducted. Texts published from 2014 to date were reviewed in Scopus and Web of Science databases. Emphasis was placed on the analysis of the risk of bias, made with the Cochrane collaboration tool. Thus, 243 articles were obtained and the text-full of 130 that met the first selection criteria was analyzed, of which twelve were selected by satisfying all established criteria, obtaining, among others, population and sample data, number of items, validity process and risk of bias. A relevant finding is that, in the medical area, more instruments have been designed to measure communication skill. In addition, these instruments are based on common dimensions and have well-described content validity processes, however, the construct validity was carried out in more detail in an instrument of the engineering area. Another important finding is that, likely, the success of the communication process depends, mainly, on its preparation by the participants. The combination of dimensions of the medical area and the construct validity processes of other areas could generate more precise instruments to measure both communication skills and digital communication skills, nowadays necessary in a knowledge economy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Existe um amplo consenso em relação ao fato de que existe uma lacuna entre as habilidades do século XXI que o mercado de trabalho exige de novos profissionais e as habilidades que adquirem no campo do ensino superior. Vários estudos mostram que as habilidades de comunicação estão entre as mais exigidas pelos empregadores, bem como uma das mais precárias entre os recém-formados. O objetivo do presente trabalho foi estabelecer o estado atual da pesquisa sobre instrumentos de mensuração da capacidade de comunicação em estudantes do ensino superior. Uma revisão sistemática da literatura especializada em instrumentos para medir as habilidades de comunicação em estudantes foi realizada com base no método Prism. Textos publicados de 2014 até hoje foram revisados nas bases de dados Scopus e Web of Science. A ênfase foi colocada na análise do risco de viés, feito com a ferramenta de colaboração Cochrane. Assim, foram obtidos 243 artigos e analisado o texto completo daqueles que atenderam ao primeiro critério de seleção, ou seja, 130 artigos, dos quais 12 foram escolhidos por atenderem a todos os critérios estabelecidos. A partir disso, obtivemos, entre outros, dados populacionais e amostrais, número de itens, processo de validade e risco de viés. Um achado relevante é que na área médica mais instrumentos foram projetados para medir a capacidade de comunicação, além disso, eles são baseados em dimensões comuns e têm processos de validade de conteúdo bem descritos; entretanto, a validade de construto foi realizada com mais detalhes em um instrumento da área de engenharia. Outra constatação importante é que parece que o sucesso do processo comunicativo depende, em grande parte, da preparação dos mesmos pelos participantes. A combinação das dimensões da área médica e os processos de validade de construto de outras áreas poderiam gerar instrumentos mais precisos para medir tanto as habilidades de comunicação quanto as habilidades de comunicação digital, hoje necessárias em uma economia do conhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comunicación]]></kwd>
<kwd lng="es"><![CDATA[instrumento]]></kwd>
<kwd lng="es"><![CDATA[medición]]></kwd>
<kwd lng="es"><![CDATA[método Prisma]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[communication]]></kwd>
<kwd lng="en"><![CDATA[instrument]]></kwd>
<kwd lng="en"><![CDATA[measurement]]></kwd>
<kwd lng="en"><![CDATA[PRISMA method]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
<kwd lng="pt"><![CDATA[comunicação]]></kwd>
<kwd lng="pt"><![CDATA[instrumento]]></kwd>
<kwd lng="pt"><![CDATA[medida]]></kwd>
<kwd lng="pt"><![CDATA[método Prism]]></kwd>
<kwd lng="pt"><![CDATA[revisão sistemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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