<?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>2014-9832</journal-id>
<journal-title><![CDATA[FEM: Revista de la Fundación Educación Médica]]></journal-title>
<abbrev-journal-title><![CDATA[FEM (Ed. impresa)]]></abbrev-journal-title>
<issn>2014-9832</issn>
<publisher>
<publisher-name><![CDATA[Fundación Educación Médica y Viguera Editores, S.L.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2014-98322019000600005</article-id>
<article-id pub-id-type="doi">10.33588/fem.226.1025</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Autoeficacia estadística en estudiantes de Grado en Medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Statistics self-efficacy in undergraduate medicine students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santabárbara]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Zaragoza Departamento de Microbiología, Medicina Preventiva y Salud Pública ]]></institution>
<addr-line><![CDATA[Zaragoza ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>6</numero>
<fpage>273</fpage>
<lpage>277</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322019000600005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322019000600005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322019000600005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Para un mayor desempeño en el aprendizaje de la bioestadística pensando en los futuros médicos, es crucial el análisis de la autoeficacia experimentada por el estudiante de medicina durante la formación de grado en esta materia.  Objetivos: Documentar la autoeficacia estadística en los estudiantes del Grado en Medicina y evaluar su relación con el desempeño en la materia de bioestadística.  Sujetos y métodos: Estudio observacional, transversal y analítico en estudiantes de primer curso del Grado en Medicina de la Universidad de Zaragoza. Para la medición de la autoeficacia estadística se utilizó la versión en castellano del cuestionario Current Statistics Self-Efficacy (CSSE).  Resultados: Respondieron el 88,9% (n = 40) de los estudiantes. La puntuación media de la mayoría de los ítems del CSSE fue estadísticamente superior al neutral (puntuación media de 3,5 en una escala de 6 puntos; p &lt; 0,05), aunque dudan de su capacidad en la identificación de los factores que influyen en el valor de la potencia. No se encontraron diferencias por sexo en cuanto a la autoeficacia estadística. El estudio de la correlación mostró que aquellos estudiantes con mayor nivel de autoeficacia estadística obtuvieron mayor puntuación en el examen de bioestadística.  Conclusiones: Los estudiantes de medicina presentan una elevada autoeficacia estadística, aunque hay que aumentar la confianza que éstos tienen en conceptos clave como la potencia estadística. Por tanto, se precisa más investigación centrada en los cambios en la metodología de enseñanza, desde el comienzo del grado, para aumentar dicha autoeficacia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary  Introduction: For a greater performance in the learning of Biostatistics thinking about the future doctors, it is crucial the analysis of the self-efficacy experienced by the medical student during the training in this subject in Degree.  Aims: To document the statistical self-efficacy in the students of Degree in Medicine and to evaluate their relationship with the performance in the subject of Biostatistics.  Subjects and methods: Observational, transversal and analytical study in students of the first year of Degree in Medicine at University of Zaragoza. The Spanish version of the Current Statistics Self-Efficacy (CSSE) survey was used to measure statistical self-efficacy.  Results: They answered 88.9% (n = 40) of the students. The average score of most of the CSSE items was statistically higher than neutral (average score of 3.5 on a scale of 6 points; p &lt; 0.05), although they doubt their ability to identify the factors that they influence the value of the power. No differences were found by sex in terms of statistical self-efficacy. The study of the correlation showed that those students with the highest level of statistical self-efficacy obtained a higher score in the Biostatistics test.  Conclusions: Medical students have a high statistical self-efficacy, although the trust they have in key concepts such as statistical power must be increased. Therefore, more research is needed focusing on changes in the teaching methodology, from the beginning of the Degree, to increase said self-efficacy.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estadística]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de medicina]]></kwd>
<kwd lng="es"><![CDATA[Grado]]></kwd>
<kwd lng="es"><![CDATA[Medición de la autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[Metodología docente]]></kwd>
<kwd lng="en"><![CDATA[Degree]]></kwd>
<kwd lng="en"><![CDATA[Medicine undergraduate]]></kwd>
<kwd lng="en"><![CDATA[Self-efficacy assessment]]></kwd>
<kwd lng="en"><![CDATA[Statistics]]></kwd>
<kwd lng="en"><![CDATA[Teaching methodology]]></kwd>
</kwd-group>
</article-meta>
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