<?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>0864-2141</journal-id>
<journal-title><![CDATA[Educación Médica Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Educ Med Super]]></abbrev-journal-title>
<issn>0864-2141</issn>
<publisher>
<publisher-name><![CDATA[Centro Nacional de Información de Ciencias MédicasEditorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0864-21412019000300006</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Construcción de una escala sobre acepciones, percepciones y sensaciones durante la ECOE en estudiantes de Medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of a scale for medical students' meanings, perceptions and sensations during OSCE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Higuita Gutiérrez]]></surname>
<given-names><![CDATA[Luis Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaramillo Caro]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardona Arias]]></surname>
<given-names><![CDATA[Jaiberth Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cooperativa de Colombia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>33</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412019000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412019000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412019000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La evaluación clínica objetiva y estructurada ha tenido una amplia difusión en programas de la salud. A pesar de la validez, confiabilidad y versatilidad de la prueba, se ha descrito que el desempeño de los estudiantes se puede afectar por las acepciones, percepciones y sensaciones que tengan de ella.  Objetivo: Construir una escala sobre acepciones, percepciones y sensaciones de la evaluación clínica objetiva y estructurada, para evaluar su reproducibilidad y validez en estudiantes de una facultad de medicina de Medellín.  Métodos:  La construcción de la escala se realizó en tres etapas: revisión de literatura, reducción de ítems y evaluación de las propiedades psicométricas. Se calculó el Alpha de Cronbach, las correlaciones de Pearson y t Student. El análisis factorial exploratorio se complementó con el estadístico de Kaiser-Meyer-Olkin, la esfericidad de Bartlett y la matriz de rotación varimax. Los ítems se describieron con medidas de resumen. Además se respetaron los principios de la Declaración de Helsinki y se garantizó la privacidad en el manejo de la información.  Resultados: El Alpha de Cronbach fue &gt; 0,70 para los tres dominios. El éxito en la consistencia interna y el poder discriminante resultó de 100 %; y en la validez de contenido, de 100 % para los dominios de acepciones y sensaciones. La validez predictiva evidenció que los ítems explicaban el 61 % de la variabilidad. El análisis factorial exploratorio fue satisfactorio con un Kaiser-Meyer-Olkin de 0,812 y esfericidad de Bartlett &lt; 0,001. La matriz rotada evidenció los tres dominios.  Conclusiones: La escala presentó excelente reproducibilidad, según los criterios de fiabilidad, consistencia interna y poder discriminante, y excelente validez de apariencia, contenido y predictiva. Esto constituye un insumo importante para la aplicación del recurso didáctico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Objective structured clinical examination has had widespread dissemination in healthcare programs. Despite its validity, reliability and versatility, it has been pointed out that students' performance may be affected by their meanings, perceptions and sensations concerning the test.  Objective: Develop a scale for meanings, perceptions and sensations triggered by the objective structured clinical examination, to evaluate its reproducibility and validity among students from a medical school in Medellín.  Methods:  Development of the scale consisted of three stages: literature review, item reduction and evaluation of psychometric properties. Estimation was made of Cronbach's alpha, Pearson's correlation coefficient and Student's t-distribution. Exploratory factor analysis was complemented with Kaiser-Meyer-Olkin's statistical analysis, Bartlett's sphericity and varimax rotation matrix. Items were described with summary measurements. Declaration of Helsinki principles were abided by, and privacy in the management of information was ensured.  Results: Cronbach's alpha was &gt; 0.70 for the three domains. Discriminating power and internal consistency success was 100%, while in terms of content validity it was 100% for the domains meanings and sensations. Predictive validity found that items explained 61% of the variability. Exploratory factor analysis was satisfactory, with a Kaiser-Meyer-Olkin value of 0.812 and Bartlett's sphericity &lt; 0.001. The matrix rotated revealed the three domains.  Conclusions: The scale displayed excellent reproducibility in terms of reliability, internal consistency and discriminating power criteria, and excellent appearance, content and predictive validity. This constitutes important input for the application of the didactic resource.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[psicometría]]></kwd>
<kwd lng="es"><![CDATA[evaluación educacional]]></kwd>
<kwd lng="en"><![CDATA[Keywords:]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[psychometrics]]></kwd>
<kwd lng="en"><![CDATA[educational evaluation]]></kwd>
</kwd-group>
</article-meta>
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