Elizaldi LNE, Insfrán SM, Cobos AH

Language: Spanish
References: 0
Page: 281-288
PDF size: 69.28 Kb.

ABSTRACT

Objective: To compare an educational strategy for promoting participation versus the traditional strategy of developing critical reading of the clinical research report in undergraduate medical interns. Material and methods: We compared two groups of undergraduate medical interns from a hospital of the Instituto Mexicano del Seguro Social. Group I (n = 18) was exposed to a critical reading of strategy with active discussion promoted by a professor. Group II (n = 19) had a traditional strategy (exposition technique) with the same information and duration. An instrument to evaluate critical reading ability was developed and validated by four experts. It contained four abstracts from international medical journals with 130 items that explored interpretation, judgment, and proposal, the components of critical reading. It was applied to both groups before and after educational strategies. Results: We obtained a Kuder-Richardson co-efficient of 0.89. There was no difference between the two groups in critical reading previous to receiving the strategies. When comparing global score after intervention, significant difference was found in the study group (group II: 20 versus group I: 28, p ‹ 0.05). Conclusions: An educational strategy that promotes participation achieves a better result in developing critical reading.