Pérez CP, Insfrán SM, Cobos AH

Language: Spanish
References: 9
Page: 393-398
PDF size: 113.71 Kb.

ABSTRACT

Introduction: Development of the ability of critical reading in the pre-graduate medical intern allows the intern to achieve higher levels of understanding. Objective: To evaluate level of development that pre-graduate medical interns achieve in critical reading ability with regard to research reports by means of a promoter strategy of participation compared with a traditional strategy. Material and methods: We carried out a quasi-experimental study in two groups of pre-graduate medical interns assigned to a different affiliation by university grade average. Student interns with a low grade average were exposed to an active-participative strategy (Group I), while interns with a high grade average were exposed to a traditional strategy (Group II). Results: After educative intervention, Group I presented a statistically significant difference with relation to Group II. On comparing elements of critical reading, the experimental group superceded the control group in components of judgment and proposal. Conclusion: It can be inferred that the active-participative strategy was sufficiently powerful for the student group cataloged with a low average in a memory-oriented educational system super-ceded the group with a better average. Thus, we can consider that a participation-promoting stra-tegy achieves changes in the development of an ability.

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