Scielo RSS <![CDATA[Interdisciplinaria]]> http://www.scielo.org.ar/rss.php?pid=1668-702720080001&lang=es vol. 25 num. 1 lang. es <![CDATA[SciELO Logo]]> http://www.scielo.org.ar/img/en/fbpelogp.gif http://www.scielo.org.ar <![CDATA[Estudio preliminar sobre el síndrome de burnout y estrategias de afrontamiento en enfermeras de unidades de terapia intensiva (UTI)]]> http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-70272008000100001&lng=es&nrm=iso&tlng=es Dado que la enfermería es considerada una profesión altamente estresante y proclive a padecer el síndrome de burnout, los objetivos de este trabajo fueron medir el nivel de burnout en enfermeras de unidades de terapia intensiva (UTI) ya que los profesionales que trabajan en estas unidades conforman un grupo de alto riesgo para desarrollar dicho síndrome, y determinar si el perfil de afrontamiento de las enfermeras difiere en función de los niveles de manifestación del burnout. Como instrumentos de medida se aplicaron el Inventario Burnout de Maslach (Maslach & Jackson, 1997) y el Inventario de Modos de Afrontamiento (Lazarus & Folkman, 1986), utilizando para su evaluación la taxonomía propuesta por Moos y Billings (1982). Mediante la ejecución de un análisis multivariado de variancia (MANOVA) sobre una muestra de 53 enfermeras mujeres, de entre 24 y 54 años de edad de instituciones públicas y privadas de la Provincia de Entre Ríos (República Argentina), se encontraron efectos principales significativos con respecto a las dimensiones despersonalización (F de Hotelling (18, 44) = 3,145; p = .001) y baja realización personal (F de Hotelling (18, 44) = 2,137; p = .021). Las enfermeras que presentaron niveles inferiores de burnout utilizaron estrategias de afrontamiento, tales como: el análisis lógico de la situación problemática, sus causas, consecuencias y posibles soluciones como la ejecución de acciones que resuelvan el problema y el desarrollo de gratificaciones o recompensas alternativas en otro tipo de fuentes de satisfacción, por ejemplo relaciones sociales, actividades y desarrollo personal.<hr/>Nursing is a field with many satisfactions, but at the same time, the occupational situation in which nurses find themselves increases stress levels compared to other professions. Caregivers commonly deal with life and death situations. The services that the nurses lend are seen aggravated in the intensive care units (ICU), where they are more exposed to painful situations such as death, since they have continuous contact with patients in a critical or terminal state. Due to the demands of working with ICU patients, nurses that work there become a high risk group for developing burnout syndrome. The fundamental feature of this syndrome is emotional depletion, feeling drained by one's contact with other people; furthermore, they express feelings of depersonalization (negative feelings and cynical attitudes toward the recipient of one's service and care) and a lack of personal accomplishment at work (a tendency to negatively evaluate one's own work), as a result of both the stress generated in the occupational environment and of the interpersonal contact that they frequently maintain. Since nursing has been considered a highly stressful profession and nurses are inclined to suffer burnout, the objectives of this research were: firstly, to measure burnout levels in ICU nurses and, secondly, to determine if the nurses' coping strategies defers burnout levels in order to establish if nurses with higher levels of burnout have a less functional coping profile. The instruments we used were the Maslach Burnout Inventory (Maslach, & Jackson, 1997) and the Ways of Coping Questionnaire (Lazarus, & Folkman, 1986), using for its evaluation the taxonomy proposal by Moos and Billings (1982). We worked with a sample of 53 female nurses selected through a non probabilistic intentional method, with ages ranging from 24 to 54 years, resulting in an age average of 36 years (SD = 8.32); the sample was taken from both public as well as private health institutions in the province of Entre Ríos (República Argentina). The participants worked between 32 to 80 hours per week, averaging a 46 hour weekly schedule (SD = 9.01), although most nurses worked a 40 hours weekly schedule. Through a multivariate analysis we found meaningful principal effects concerning two dimensions: depersonalization (F of Hotelling (18, 44) = 3,145; p = .001) and low personal accomplishment (F of Hotelling (18, 44) = 2,137; p = .021). The nurses that presented lower burnout levels used coping strategies such as: logical analysis of the problematic situation, its causes, consequences and, possible solutions; actions taken that solve the problem; and the development of rewards or alternative remunerations in other type of sources of satisfaction, such as social relationships, activities and personal development. The nurses of ICU in the province of Entre Ríos (Argentina) present low levels of emotional exhaustion, high levels of depersonalization and moderate levels of personal accomplishment. <![CDATA[Validez convergente y discriminante del Inventario de Cociente Emocional (EQ-i)]]> http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-70272008000100002&lng=es&nrm=iso&tlng=es Desde la aparición del constructo de inteligencia emocional (Salovey & Mayer, 1990) el campo de las habilidades emocionales se ha ido ampliando notablemente, debido a la aparición de diferentes conceptualizaciones, teorías e instrumentos de medición. Los desarrollos actuales se han centrado en el estudio de la validez de las pruebas utilizadas para medir la inteligencia emocional. El objetivo de la investigación que se informa fue estudiar la validez convergente y discriminante del Inventario de Cociente Emocional (EQ-i) de Bar-On (1997a, 1997b) en una muestra argentina de 100 personas adultas. Los instrumentos aplicados fueron: el EQ-i, el Inventario Revisado de Personalidad NEO (NEO PI-R) de Costa y McCrae (1992) y la Prueba de Inteligencia o de Razonamiento Verbal (RV) de Bennett, Seashore y Wesman (1992). Para analizar los datos se realizaron correlaciones entre el EQ-i, el NEO PI-R y RV y regresiones múltiples por pasos sucesivos entre los factores de personalidad del NEO PI-R y las escalas de inteligencia emocional del EQ-i. Los resultados obtenidos revelaron correlaciones muy bajas entre el EQ-i e inteligencia verbal (RV) (r = .07 a .27); en cambio se observaron correlaciones significativas entre el EQ-i y los factores de la personalidad, especialmente entre el factor neuroticismo y el EQ-i (r = -.66 a - .72). Asimismo, se observó que los cinco factores del NEO PI-R predicen significativamente al EQ-i, siendo el factor Neuroticismo el que más contribuye en la predicción del EQ-i. De acuerdo a la muestra estudiada se concluye que el EQ-i mide atributos que tienden a solaparse con los rasgos de personalidad.<hr/>In the last few years, the emotional intelligence construct, defined by Salovey and Mayer (1990) as a domain of abilities specifically linked to the perception and utilization of emotions, has been the main core of different researches which have made an effort to measure and study this construct, yet there is no consensus regarding its definition and model. Integrating the theories existing up to this moment, Mayer, Salovey, and Caruso (2000) suggested that it is possible to distinguish between models based on ability (Mayer, Di Paolo & Salovey, 1990; Mayer & Salovey, 1997), and models based on features or mixed models (Goleman, 1996, 1999; Bar-On, 1997a, 1997b). Models founded on ability are based in the original conceptualization of emotional intelligence as defined by Salovey and Mayer (1990), which is characterized as a set of the abilities to perceive, understand and regulate emotions, and which are evaluated by means of tasks or tests of performance. On the other hand, mixed models, or based on features of emotional intelligence, are those which consider that abilities are associated to the processing and the use of emotions, combining those abilities with a wide variety of personality aspects, and which are evaluated by means of self-report measures. Bearing in mind that the approach used when measuring emotional intelligence could influence the validity of the construct, the latest developments have been focused in the study of psychometric properties of the tests. Specifically, most of the current research on this topic is centered in the study of what the test measures, in the most adequate methods used to measure emotional intelligence and whether the tests may be differentiated from other tests that measure abilities and personality aspects (Brackett & Mayer, 2003; Chapman & Hayslip, 2005; Palmer, 2003). Taking into account previous research which took place in other countries, the objective of this paper was to study the convergent and discriminant validity of an emotional intelligence self-report test, the Emotional Quotient Inventory (EQ-i), which is based in Bar-On's mixed or feature model (1997a; 1997b), in an Argentinean sample of 100 adults between 25 and 50 years old of both sexes. Tests administered were EQ-i, the Revised NEO Personality Inventory (NEO PI-R) by Costa and McCrae (1992), and the Test of Verbal Intelligence or Reasoning (RV) by Bennet, Seashore and Wesman (1992). Correlations among EQ-i, NEO PI-R and RV and multiple stepwise regressions between NEO PI-R personality factors and EQ-i emotional intelligence scales were carried out in order to study the convergent and discriminant validity of the test. The results obtained showed very low correlations between EQ-i and verbal intelligence (r = .07 to .27). On the contrary, significant correlations were observed between EQ-i and personality factors, especially between the neuroticism factor and EQ-i (r = -.66 to -.72). Likewise, results showed that the five NEO PI-R factors contributed significantly to the prediction of EQ-i, being neuroticism the factor which contributed the most in the prediction of EQ-i. According to the results observed in the sample studied, we can conclude that the Emotional Quotient Inventory (EQ-i) measures personality related attributes more likely than intelligence related attributes. The results attained in this study provide further support on the matter that EQ-i is not easily distinguished from the NEO PI-R. Indeed, they are similar to the findings of other studies which have taken place in different countries regarding the validity of the emotional intelligence construct. <![CDATA[Adaptación argentina del Cuestionario de Creencias Obsesivas]]> http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-70272008000100003&lng=es&nrm=iso&tlng=es La investigación que se informa se inserta en el marco de una tesis doctoral cuyo objetivo es evaluar el perfil cognitivo de los pacientes con Trastorno Obsesivo Compulsivo (TOC). Se describen dos estudios: una adaptación lingüística y conceptual del Cuestionario de Creencias Obsesivas (Obsessive Compulsive Cognitions Working Group, 2005) y una evaluación de las características psicométricas del instrumento desarrollado. Como resultado de ambos estudios se llegó a una versión revisada y abreviada del instrumento. Los análisis realizados arrojaron una solución factorial de cuatro componentes, los cuales conformaron cuatro subescalas denominadas: (a) Perfeccionismo y necesidad de certeza (PNC), (b) Importancia otorgada a los pensamientos intrusivos y necesidad de controlarlos (IPC), (c) Responsabilidad por daño (RD) y (d) Sobrestimación del peligro (SP). Dicha composición factorial alcanzó a explicar más del 60% de la variancia total y fue similar a la encontrada por los autores de la versión original, exceptuando el hecho de que las subescalas de SP y RD constituyeron dos factores independientes, mientras que en la versión original se agruparon en uno solo. Los índices de consistencia interna (α = .937) y la confiabilidad test-retest (r = .83) fueron excelentes. Por otro lado, los resultados de las pruebas de validez convergente y discriminante fueron muy satisfactorios. Los datos expuestos son sólo preliminares, se necesitan investigaciones posteriores que tiendan a ampliar los estudios sobre su validez.<hr/>This article is based on a doctoral thesis framework which assesses cognitive profiles in Obsessive Compulsive Disorder (OCD) patients. We have divided the process into the following two studies: a linguistic and conceptual adaptation of the Obsessive Belief Questionnaire - OBQ (Obsessive Compulsive Cognitions Working Group, 2005) and an assessment of the psychometric characteristics of the adapted questionnaire. In the first study, original OBQ items were translated into Spanish and then back into English, as is generally suggested by cross-cultural research methods. We achieved a revised and abbreviated version of the instrument consisting of 31 items. The results, based on a sample of 260 community controls (120 men and 140 women), were factor analyzed and divided into four sub-scales called: (a) Perfectionism and intolerance for uncertainty (PIC), (b) Importance and control of intrusive thoughts (ICT), (c) Responsibility (R), and (d) Overestimation of threat (OT). The above mentioned factorial categories accounted for more than 60% of total variance and were similar to those found by the authors of the original version, with the exception that OT and R sub-scales became two independent factors, while in the original version they were grouped in only one factor. Internal consistency and test/re-test reliability, assessed over a 30 day period, were found to be excellent (α = .937; r = .83, respectively). In the second study, the OBQ-31, the Beck Depression Inventory and the Yale-Brown Obsessive-Compulsive Scale were taken by 30 patients diagnosed with obsessive compulsive disorder (OCD), 40 patients with other anxiety disorders (AC), and 120 community controls (CC). We also factor analyzed data from this total sample (N = 190) and obtained identical results as in the first study. In order to examine the convergent and discriminant validity of the OBQ-31, we did a series of analyses. On the one hand, the results of a one-way ANOVA showed significant differences across groups (F = 79.853; gl = 2; p < .000) in relation to the total scores of OBQ-31. Post hoc comparisons showed that OCD group patients had significantly higher scores than both AC and CC groups. The AC group, in turn, scored significantly higher than the CC group. Furthermore, a Pearson correlation between the Y-Bocs and the OBQ-31 scores of the OCD group was calculated, resulting in a significant correlation between both instruments (r = .715; p < .004). Our next step involved using the total sample (N = 190) to explore correlations between the OBQ-31 and the BDI scores; however, our findings were low and non significant (r = .161; p = .80). Later, the coefficient was estimated again, this time considering scores obtained by both clinical groups (n = 70). The correlation coefficient was low again, although significant at a statistical level (r = .31; p < .05). Consequently, both convergent and discriminant validity analyses proved satisfactory. The obtained data and results are preliminary, and will require further research to solidify the validity of OBQ-31. <![CDATA[Integración familiar de jóvenes con discapacidad intelectual moderada, pertenecientes a un hogar de menores]]> http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-70272008000100004&lng=es&nrm=iso&tlng=es El trabajo que se informa presenta una descripción y evaluación de un estudio de casos de reintegración familiar de tres jóvenes con discapacidad intelectual moderada pertenecientes a un hogar de menores, desarrollado durante tres años. La metodología utilizada estuvo centrada principalmente en el enfoque biográfico, con la técnica de relatos de vida. Además de presentar las características de sus familias, específicamente de sus madres, los resultados aportan antecedentes claves para poder potenciar el sistema de integración familiar actual que existe para la atención de niños, niñas y jóvenes con necesidades educativas especiales. De los tres casos, sólo uno concretó la reintegración familiar de la joven discapacitada, el segundo está en proceso de finalizar la integración y en el tercero, la madre desertó. Se observa que es compleja la integración en las familias de los menores que asisten a centros de protección. Como factores claves para el éxito de la intervención, se reconocen las redes de apoyo sociales y familiares, las estrategias individuales para revincularse con la hija y resignificar su discapacidad, el apoyo de la institución y el trabajo multidisciplinario. Finalmente se concluye a partir de estos casos, cuáles serían los aspectos esenciales que permiten realmente que los menores crezcan y vivan en familia como seres íntegros y plenos. Para ello se requiere contar con un plan de intervención y un seguimiento constante del proceso, en el que se trabaje no sólo con la madre o tutor principal del menor, sino que también se incorpore a toda la familia en el proceso.<hr/>The article presents a description and evaluation of a three year case study of three youngsters with moderate mental disability from a group home for minors. We used a biography approach, and a life story technique. Through this technique, the person articulates his or her past, present and future in an interview or an open interaction. Our goal was to understand and face the mothers' life experiences in order to create an intervention method based on their own reality and perspective. Apart from presenting the children's family characteristics, particularly that of their mothers, the results bring out key information that strengthen and promote the current system of family integration for children and youngsters with special educational needs. Out of the three cases, only one family achieved the reinstatement of their child with a disability; the second family is in the process of finishing the reinstatement, and in a third case, the mother abandoned the process. Based on these experiences, reinstating a child who was looked after by a child care and protection center back to his or her family, is a complex issue. The family plays a fundamental role in the process of bringing their child back into their homes, and is a key factor for a successful intervention. Families who have a support network, both at an individual and social level, have better possibilities of reinstating their child back into the family. Another important point to consider is individual strategies mothers use to renew the bond with their child, which are influenced by the stages they are going through regarding the adaptation process and acceptance of the disability. Other aspects that influence whether families abandon the reinstatement process or not are the type of disability, the cause of transfer to the care and protection center, the stage that each mother is going through regarding their child's disability linked to their vital cycle, the mothers' age and their constant denial in coping with disability and their maternal roles. The family reinstatement program is recognized as a good system which allows children with disabilities to achieve better growth and development with their families, while acknowledging at the same time, that adoption is practically nonexistent. This system requires constant interventions and follow-ups, not only with the tutor, but also including the whole family in the process. Moreover, multi-disciplinary work at home, in community institutions and in other social levels that bring support to the family's readjustment of their internal bonds and structure, should be considered key interventions. Strengthening parental figures helps parents change their perspective regarding their child's disability, and is crucial in accomplishing true social integration, as well as allowing children to grow and live in a family as wholesome and complete beings. <![CDATA[Measurement of psychosocial health in medical students: Validation of the Jefferson Medical College's Questionnaire in Mexico]]> http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-70272008000100005&lng=es&nrm=iso&tlng=es The greater the psychosocial health, the greater is the well-being and the capacity for adaptation and overcoming problems and common life frustrations in family, relationships, and work. Medical students and practicing physicians, in comparison with the general population and that of other professions, are exposed to academic and professional stress and therefore are vulnerable to psychosocial health problems and certain specific dysfunctions that may compromise their physical, mental, and social health. In the field of psychosocial research in medical education, the key issue is to find relevant and psychometrically sound measures. The Jefferson Medical College's Psychosocial Questionnaire contains abridged versions of nine personality tests, as well as questions about respondents' relationships with parents in the first five years of life and with classmates in the early schooling. The scales in the questionnaire have shown satisfactory internal consistency reliability and construct validity through factor analysis. To our knowledge, in Mexico, there is not a specific questionnaire that measures psychosocial profile in a non-clinical population such as medical students. The present study adapted and translated the questionnaire from English to Spanish in order to evaluate its validity and reliability in Mexican medical students, to further learn its predictive validity of academic performance. In this study, we compared the factor structure in Mexico to the results obtained in the United States research. Implications for predicting academic and clinical performance of medical students and physicians were discussed. Study participants consisted of 3,603 matriculates at the Escuela de Medicina de la Universidad Autónoma de Nuevo León (Mexico). Psychosocial measures included Loneliness, Test anxiety, General anxiety, Self-esteem, Extroversion, External locus of control, Neuroticism, Depression, Stressful life events, Perceptions of early relationships with mother and father, Peer relationships and Perception of health, used by researchers at Jefferson Medical College in the United States. The items were translated into Spanish and back translated from Spanish to English, following the guidelines for adaptation of instruments for psychological evaluation. The questionnaire was administered in the third month after admission of the students to the Medicine School in the students' usual classrooms, on a schedule and day set aside for it according to the school's administration program. They were assured of the strict confidentiality of the test scores and of the individual data. Dimensionality of 40 items of the eight brief psychosocial scales was assessed with factor analysis using the principal components extraction method and orthogonal rotation; the Depression Scale was not included in the factorial analysis because it was not shortened for the present study. Correlation coefficients and internal consistencies were calculated for all the scales. Unidimensionality and construct validity were confirmed for measures of Loneliness, Test anxiety, General anxiety, Self-esteem, and Extroversion. The pattern and direction of the scale correlations with external criterion measures supported the concurrent validity of some of the measures. Also, the magnitude and direction of the inter-scale correlations supported the convergent and discriminant validities with the exception of the External locus of control and Neuroticism scales. The results supported the psychometric properties of the scales useful for providing information for medical educators and mental health professionals in early detection of psychosocial problems. It is important to mention that in spite of frequent talk about the importance of health among college students, few schools of Medicine in Mexico and in Latin America actually promote empirical research and support detect problems and develop solutions once they are identified. The mental health professionals should be responsible for sharing their understanding. They are capable of helping faculty for optimizing mental health through allocation of educational and remedial resources when designing academic programs in agreement with necessities of their students.<hr/>Como la literatura consigna, los estudiantes y profesionales de la Medicina en comparación con la población general y de otras carreras conforman una población que resulta vulnerable frente a los trastornos de salud psicosocial. En la investigación psicosocial de la educación médica un punto clave corresponde a la identificación de medidas relevantes con cualidades psicométricas. En el presente trabajo se analiza la validez y confiabilidad de un conjunto de escalas psicosociales aplicadas a 3.603 alumnos de la Facultad de Medicina de la Universidad Autónoma de Nuevo León (México). Las escalas administradas fueron: Soledad, Ansiedad ante los exámenes, Ansiedad general, Autoestima, Extroversión, Locus de control externo, Neuroticismo, Depresión, Eventos estresantes en la vida, Percepción de relaciones tempranas con los padres y amigos y Percepción de estado de salud general. Estas escalas fueron propuestas por investigadores de la Escuela de Medicina de Jefferson (Estados Unidos). Se confirmó la unidimensionalidad y la validez de constructo de las mediciones de Soledad, Ansiedad ante los exámenes, Ansiedad general, Autoestima y Extroversión. Así también, la magnitud y dirección de las correlaciones interescalas apoyaron la validez convergente y discriminante, con excepción de Locus de control externo y Neuroticismo. Los resultados confirman las propiedades psicométricas de las escalas, las cuales son útiles para proveer información a los educadores médicos y a profesionales de la salud mental en la detección temprana de problemas psicosociales quienes en conjunto pueden coadyuvar en la optimización de la salud mental de los estudiantes de escuelas de Medicina a través de programas académicos acordes a sus necesidades. <![CDATA[Dr. Fernando Pagés Larraya (1923 - 2007)]]> http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-70272008000100006&lng=es&nrm=iso&tlng=es The greater the psychosocial health, the greater is the well-being and the capacity for adaptation and overcoming problems and common life frustrations in family, relationships, and work. Medical students and practicing physicians, in comparison with the general population and that of other professions, are exposed to academic and professional stress and therefore are vulnerable to psychosocial health problems and certain specific dysfunctions that may compromise their physical, mental, and social health. In the field of psychosocial research in medical education, the key issue is to find relevant and psychometrically sound measures. The Jefferson Medical College's Psychosocial Questionnaire contains abridged versions of nine personality tests, as well as questions about respondents' relationships with parents in the first five years of life and with classmates in the early schooling. The scales in the questionnaire have shown satisfactory internal consistency reliability and construct validity through factor analysis. To our knowledge, in Mexico, there is not a specific questionnaire that measures psychosocial profile in a non-clinical population such as medical students. The present study adapted and translated the questionnaire from English to Spanish in order to evaluate its validity and reliability in Mexican medical students, to further learn its predictive validity of academic performance. In this study, we compared the factor structure in Mexico to the results obtained in the United States research. Implications for predicting academic and clinical performance of medical students and physicians were discussed. Study participants consisted of 3,603 matriculates at the Escuela de Medicina de la Universidad Autónoma de Nuevo León (Mexico). Psychosocial measures included Loneliness, Test anxiety, General anxiety, Self-esteem, Extroversion, External locus of control, Neuroticism, Depression, Stressful life events, Perceptions of early relationships with mother and father, Peer relationships and Perception of health, used by researchers at Jefferson Medical College in the United States. The items were translated into Spanish and back translated from Spanish to English, following the guidelines for adaptation of instruments for psychological evaluation. The questionnaire was administered in the third month after admission of the students to the Medicine School in the students' usual classrooms, on a schedule and day set aside for it according to the school's administration program. They were assured of the strict confidentiality of the test scores and of the individual data. Dimensionality of 40 items of the eight brief psychosocial scales was assessed with factor analysis using the principal components extraction method and orthogonal rotation; the Depression Scale was not included in the factorial analysis because it was not shortened for the present study. Correlation coefficients and internal consistencies were calculated for all the scales. Unidimensionality and construct validity were confirmed for measures of Loneliness, Test anxiety, General anxiety, Self-esteem, and Extroversion. The pattern and direction of the scale correlations with external criterion measures supported the concurrent validity of some of the measures. Also, the magnitude and direction of the inter-scale correlations supported the convergent and discriminant validities with the exception of the External locus of control and Neuroticism scales. The results supported the psychometric properties of the scales useful for providing information for medical educators and mental health professionals in early detection of psychosocial problems. It is important to mention that in spite of frequent talk about the importance of health among college students, few schools of Medicine in Mexico and in Latin America actually promote empirical research and support detect problems and develop solutions once they are identified. The mental health professionals should be responsible for sharing their understanding. They are capable of helping faculty for optimizing mental health through allocation of educational and remedial resources when designing academic programs in agreement with necessities of their students.<hr/>Como la literatura consigna, los estudiantes y profesionales de la Medicina en comparación con la población general y de otras carreras conforman una población que resulta vulnerable frente a los trastornos de salud psicosocial. En la investigación psicosocial de la educación médica un punto clave corresponde a la identificación de medidas relevantes con cualidades psicométricas. En el presente trabajo se analiza la validez y confiabilidad de un conjunto de escalas psicosociales aplicadas a 3.603 alumnos de la Facultad de Medicina de la Universidad Autónoma de Nuevo León (México). Las escalas administradas fueron: Soledad, Ansiedad ante los exámenes, Ansiedad general, Autoestima, Extroversión, Locus de control externo, Neuroticismo, Depresión, Eventos estresantes en la vida, Percepción de relaciones tempranas con los padres y amigos y Percepción de estado de salud general. Estas escalas fueron propuestas por investigadores de la Escuela de Medicina de Jefferson (Estados Unidos). Se confirmó la unidimensionalidad y la validez de constructo de las mediciones de Soledad, Ansiedad ante los exámenes, Ansiedad general, Autoestima y Extroversión. Así también, la magnitud y dirección de las correlaciones interescalas apoyaron la validez convergente y discriminante, con excepción de Locus de control externo y Neuroticismo. Los resultados confirman las propiedades psicométricas de las escalas, las cuales son útiles para proveer información a los educadores médicos y a profesionales de la salud mental en la detección temprana de problemas psicosociales quienes en conjunto pueden coadyuvar en la optimización de la salud mental de los estudiantes de escuelas de Medicina a través de programas académicos acordes a sus necesidades.