Vázquez MCA, Insfrán SM, Cobos AH

Language: Spanish
References: 8
Page: 23-29
PDF size: 71.21 Kb.

ABSTRACT

Objective: To construct and validate an instrument that evaluates the aptitude of critical reading and to compare the experience of two professors employed an educative strategy that promotes participation. Design: Quasiexperimental. Material and Methods: Two groups of medical residents were formed: experimental group (n = 14) and control group (n = 9), each with a professor in charge. The educative strategy consisted of the use of reading guides for clinical investigation written by each professor; residents had to answer at home individually, followed by group discussion in class. The articles and contents were the same in both groups. For initial and final evaluation, we constructed, validated, and analyzed reliability of an evaluation instrument that explores aptitude for critical reading. Results: Test reliability coefficient was 0.85. We observed a significant intragroup advance in experimental group (p ‹ 0.005), whereas control remained without changes. We did not find significant intergroup differences before or after educative strategy; however, analyzing in an independent manner the three components of critical reading, we found significant advancement of experimental group in judgment and proposal capacities (p ‹ 0.01). We also observed a significant difference in magnitude of change in this group (p ‹ 0.05). Conclusions: Achievements of this kind of educative strategy that promotes participation depend on the experience of the professor as the result of a more solid stance.

REFERENCES

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