• Adrián Martínez-González, Alberto Lifshitz-Guinzberg, Eduardo González-Quintanilla, Ana María Monterrosas-Rojas, Fernando Flores-Hernández, Florina Gatica-Lara, Adrián Israel Martínez-Franco, and Melchor Sánchez-Mendiola.
• Facultad de Medicina, Universidad Nacional Autónoma de México, Ciudad de México, México adrianmartinez38@gmail.com.
• Rev Med Inst Mex Seguro Soc. 2017 Nov 1; 55 (6): 778-787.

BackgroundThere is no systematic evaluation of teaching performance in the clinical area at UNAM Faculty of Medicine. The study purpose is to assess the teaching competence level in the Undergraduate Medical Internship (UMI).MethodsThe paper describes the process of psychometric validity for the instrument designed to evaluate teaching competence in the UMI. This instrument was constructed from two previously developed instruments. The final version with 54 items in a Likert scale was studied with exploratory factorial analysis. Four dimensions were obtained: Solution of clinical problems, Psychopedagogy, Mentoring, and Evaluation. The instrument had a reliability of 0.994, with an explained variance of 77.75%.ResultsTo evaluate the teaching competence level, we administered 844 questionnaires to a sample of students with a response rate of 89%. We obtained an overall global score of 89.4 ± 9.6 (mean ± SD). The dimension Solution of clinical problems was the one with a greater value, in contrast with the dimension of Evaluation, which had a lower score.ConclusionThe teachers of the UMI are considered educators with high level of teaching competence, according to the perceptions of the undergraduate internal doctors. The evaluation of teaching competence level is very important for institutions that look for the continuous professional development of its faculty.

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