Introducción: Existen diversos modelos encaminados a evaluar el desempeño docente, los cuales consideran a la docencia como un proyecto institucional dirigido a elevar la calidad de la educación.
Objetivo: Se analizó la evolución y la transición de los distintos instrumentos asociados al proceso de evaluación del desempeño docente en la Facultad de Medicina de la UNAM en términos de su contenido y la evidencia de validez y confiabilidad de los mismos.
Método: El estudio tuvo un carácter analítico, longitudinal, retrospectivo, en el cual se analizaron los instrumentos METEBQ-B, COED, y OPINEST en tres fases; a) contraste de estructura y contenido; b) contraste de valores psicométricos y c) contraste de las dimensiones con las tendencias y modelos predominantes vigentes.
Resultados: Los instrumentos tuvieron una escala tipo Likert, con una confiabilidad superior a 0.95, con una varianza explicada superior al 50% y una extensión variable de 24 a 44 ítems. En contenido los instrumentos migraron de una evaluación centrada en valorar la satisfacción de los estudiantes, a una evaluación de las competencias docentes. En relación con las dimensiones el OPINEST fue congruente con los referentes nacionales e internacionales.
Discusión y conclusión: La evaluación del desempeño docente es uno de los pilares que pueden sustentar la calidad del sistema educativo, en este sentido destacó el aporte del Departamento de Evaluación Educativa de la Secretaría de Educación Médica de la Facultad de Medicina de la UNAM, que contribuyó al desarrollo de los diversos instrumentos, los mismos que en su conjunto consideraron los criterios generales que denotan la evidencia que sustenta las fuentes necesarias de validez y confiabilidad para su aplicación.
Cómo citar este artículo: Rivera Jiménez J, et al. Evaluación de reactivos de opción múltiple en medicina. Evidencia de validez de un instrumento. Inv Ed Med. 2016. http://dx.
The role of vertical barotropic and baroclinic tidal forcing in the aggregation and dispersion of ichthyoplankton in the Southern Gulf of Mexico was analyzed in this study. Samplings of ichthyoplankton and the determination of hydrographic parameters were performed during September 1992 at a single point of 180 m depth, near the shelf break (19º32'N - 92º38.5'W). A 24 h CTD yo-yoing casting and biological samples were taken every 2 h and these measurements were combined with water velocity and density simulations from the Regional Ocean Model System (ROMS). One thermocline and two haloclines were depicted. The Froude number increased with a 2 h lag with respect to the maximal barotropic tide, suggesting the existence of a baroclinic tide. Aggregation and dispersion of the ichthyoplankton showed vertical oscillations in the abundance and the numbers of taxa and larvae with a 5 h lag with respect to the maximal barotropic tide and were in phase with the thermocline oscillation. The vertical oscillation was attributed to a hydraulic control forced by the internal tide.
Introduction. The Ryff Scale of Psychological Well-Being is the most widely used instrument for assessing the eudemonic perspective of well-being. Although it has been adapted for the Spanish population, it has not been modified for health science students in the Mexican population. Objective. Adapt and obtain the psychometric properties of this scale for medical students in the Mexican population. Method. The study was conducted with 1,974 undergraduate students, 1,551 from the UNAM Medicine Faculty and 423 from the La Salle University Mexican School of Medicine. The analysis was undertaken using the IBM SPSS Statistics 21 and AMOS 21 SPSS programs. Results. An instrument with a robust structure derived from the exploratory and confirmatory factor analyses carried out was obtained, with satisfactory explained variance, adequate internal consistency obtained through the Cronbach’s alpha coefficient, and appropriate discrimination. Discussion and conclusion. Our adaptation is a suitable version for Mexican medical students with four final dimensions; purpose in life, personal rejection and self-acceptance, personal control, and personal growth.
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