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This study shows the design and validation of the set of questionnaires called IKasGral, the aim of which is to explore students' perceptions of the development of crossskills deployed in the Final Degree Project (Bachelor Thesis) in Education degrees (Pedagogy, Social Education, Early Childhood Education and Primary Education). The article describes (i) the validation process, which was carried out with five experts in the field and a doctoral student related to the subject; and (ii) the reliability of the instrument by 48 students from four Education degrees of the University of the Basque Country at its three campuses. Results were positive with respect to the index of content validity (0.81) and an internal consistency of over 0.6, according to Cronbach's alpha coefficient of reliability. This study concludes by pointing out that these questionnaires can be transferred to other contexts that share the same or similar aims and open up the possibility of monitoring cross-skills in the Final Degree Project subject for the Degrees in Education. [ABSTRACT FROM AUTHOR]

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 nonprobabilistic 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. [ABSTRACT FROM AUTHOR]

This article aims to present the methodology that was designed for the development of research competences from the educational approach of socioformation, which includes an evaluation instrument to measure the impact of these on the pedagogy students, who, every four months, develop a research project in a group form. However, the absence of methodological knowledge and content were identified because they did not carry out the necessary collaboration to comply with each project. In addition, the teachers had no idea of what competences to develop or how to evaluate them for a better group performance. For this, an investigation was initiated in two stages: in first, a documentary analysis was carried out based on certain categories of analysis that led to the identification of competences, didactic strategies, and the type of evaluation that will be used. In the second one, an analytical rubric was designed with five levels of competence, under the supervision of expert judges, which was applied to a pilot group, as well as to a sample of 250 graduate students due to the lack of university students who were carrying out research projects. And, finally, to two groups of 50 students each, of the degree to establish a comparison according to the frequency of the results and confirm the validity of the evaluation instrument. For its analysis, Cronbach's alpha was used to measure its internal consistency, the V of Aiken for the validity of the content, and a factorial analysis through the factorization extraction method of the main axes. The results show that the evaluation instrument measures the research competences in accordance with the theoretical foundations of socioformation. [ABSTRACT FROM AUTHOR]