<?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>0138-6557</journal-id>
<journal-title><![CDATA[Revista Cubana de Medicina Militar]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. cuban. med. mil.]]></abbrev-journal-title>
<issn>0138-6557</issn>
<publisher>
<publisher-name><![CDATA[Centro Nacional de Información de Ciencias MédicasEditorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0138-65572024000300027</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Instrumentos para medir la habilidad de comunicación en estudiantes de ciencias médicas: revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Tools for assessing communication skills in Medical Science students: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Caldevilla]]></surname>
<given-names><![CDATA[Mohamed-Azís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solernou Mesa]]></surname>
<given-names><![CDATA[Isidoro Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Herrera]]></surname>
<given-names><![CDATA[Isis Anastasia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Reyna]]></surname>
<given-names><![CDATA[Igor Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Médicas de La Habana Facultad de Estomatología ]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Ciencias Médicas de La Habana Facultad de Ciencias Médicas &#8220;Miguel Enríquez&#8221; ]]></institution>
<addr-line><![CDATA[ La Habana]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>53</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0138-65572024000300027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0138-65572024000300027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0138-65572024000300027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La potenciación de habilidades comunicativas es de gran relevancia para los profesionales de salud, quienes al exhibir estas, son percibidos como personal más capacitado; por ello es importante contar con instrumentos validados para medir habilidades de comunicación en los estudiantes de ciencias médicas.  Objetivo: Describir el estado actual de la investigación respecto a instrumentos de medición de la habilidad de comunicación en estudiantes de ciencias médicas.  Métodos: Se realizó una revisión sistemática mediante la lista de verificación de 27 elementos de la declaración PRISMA 2020. La búsqueda se realizó en el período septiembre-diciembre de 2023, a través de los motores PubMed y Google Scholar, con palabras clave en inglés y español. Se recuperó un total de 132 artículos, los cuales fueron sometidos al proceso de selección y permitieron desarrollar la revisión.  Resultados: Se incluyeron en la revisión 10 artículos, que cumplían los criterios de inclusión. En EE. UU. se realizaron 3 y los restantes en diferentes países; de ellos 7 en la especialidad de medicina. Las dimensiones variaron entre unos y otros; 4 utilizaron escala Likert y otros 4, lista de verificación. La validación de los estudios permitió establecer un bajo riesgo de sesgo para todos ellos.  Conclusiones: Se han diseñado 10 instrumentos para medir habilidades comunicativas en el área de la educación médica durante los últimos 5 años; con predominio los estudios en EE. UU. y la especialidad de medicina. La mayoría de diseños fueron escalas Likert y listas de verificación, con múltiples dimensiones y bajo riesgo de sesgo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The enhancement of communication skills is of great importance for healthcare professionals, who, by exhibiting these skills, are perceived as more competent individuals; therefore, it is important to have validated tools to measure communication skills in medical science students.  Objective:  To describe the current state of research regarding measurement instruments for assessing communication skills in students of medical sciences.  Methods:  A systematic review was conducted using the 27-item checklist from the PRISMA 2020 statement. The search was carried out between September and December 2023, using PubMed and Google Scholar as search engines, with keywords in English and Spanish. A total of 132 articles were retrieved, which underwent a selection process leading to the development of the review.  Results:  The review included 10 articles that met the inclusion criteria. Three studies were conducted in the United States, and the rest in various countries, with 7 focusing on the field of Medicine. The dimensions varied among the studies; 4 used Likert scales and 4 used checklists. The validation of the studies indicated a low risk of bias for all of them.  Conclusions:  10 instruments have been designed to measure communication skills in the field of medical education over the past 5 years, with a prevalence of studies in the United States and the field of Medicine. The majority of designs utilized Likert scales and checklists, encompassing multiple dimensions and showing a low risk of bias.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comunicación]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[evaluación educacional]]></kwd>
<kwd lng="es"><![CDATA[habilidades sociales]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[communication]]></kwd>
<kwd lng="en"><![CDATA[educational assessment]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[social skills]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
</kwd-group>
</article-meta>
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