Introduction:

The methodological tutor is conceived as a person with research experience, contribution of constructive ideas, knowledge and inclined to collaborate with other people. He or she should facilitate the carrying out of relevant research, of high academic level and social commitment, without losing sight of interpersonal relationships in various settings and contexts.

Having an instrument that allows evaluating the perception of methodological tutoring can benefit not only tutors in the objective evaluation of their work, but also education coordinators to identify areas of opportunity to strengthen this process. The purpose of this research is to determine the validity and reliability of the questionnaire to assess the perception of methodological tutoring in Medical Specialization courses.

Method:

A quantitative study with an analytical cross-sectional design was carried out at the Center for Educational Research and Teacher Training of the Instituto Mexicano del Seguro Social, Guanajuato Delegation. For content validity, five experts participated. For the pilot test, a non-probabilistic sample of 94 resident physicians who were in the last year of the medical specialty and who had their research project concluded and registered were selected. The content validity was determined qualitatively by expert round and quantitatively, using the Lowshe index. Construct validity was performed using exploratory factor analysis (EFA) and reliability, with the Cronbach's Alpha coefficient.

The research is attached to the ethical principles established in the General Health Law and its regulations, as well as in the Declaration of Helsinki in its latest revision. It was registered in the IMSS Local Research Committee 1008.

Results:

The content validity was determined by expert judgment, considering that the questionnaire is clear, sufficient, coherent and relevant. Likewise, a Lowshe Index of 0.99 was obtained. Cronbach's alpha coefficient was 0.97 overall (0.92 for personal and socio-emotional competencies and 0.96 for competencies to socialize and facilitate the research process). The EFA allowed the identification of a two-factor structure (with a KMO sample size adequacy measure of 0.876, a significant Bartlet sphericity test [p = 0.001] and a correlation between variables > 0.6). The questionnaire was made up of 21 items, with two factors: Personal and socio-emotional skills of the tutor and skills to socialize and facilitate the research process, with 6 and 15 items respectively. The competences for tutoring were grouped into two dimensions that explained 76.78% of the variance.

Discussion or Conclusion:

The psychometric of the questionnaire is adequate, so, it has content and construct validity, and internal consistency, which makes it possible to evaluate the perception of methodological tutoring.

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