OBJECTIVE: To compare an educational strategy for promoting the participation versus the traditional teaching of research in medical residents. MATERIAL AND METHODS: We generated a questionnaire validated by experts: to evaluate the critical reading of clinical epidemiology reports. It contains 75 items which explore interpretation judgements or proposals of modification to the reports. A total of 68 first year residents were included in three groups who were exposed for 27-28 hours in periodic sessions to training: group I was exposed to a critical reading strategy with active discussion promoted by a professor. Groups II and III had a traditional training with lectures using the same information in all groups. RESULTS: There were no group differences in their critical reading previous to receiving the training. Groups I and II increased their global medians basically in the interpretation skills. When the results were adjusted eliminate the chance-expected changes, only group I improved its critical reading. CONCLUSION: The strategy promoting student participation appeared to be superior to the traditional strategy in the training of our medical residents.
OBJECTIVE: To compare an educational strategy for promoting the participation versus the traditional teaching of research in medical residents. MATERIAL AND METHODS: We generated a questionnaire validated by experts: to evaluate the critical reading of clinical epidemiology reports. It contains 75 items which explore interpretation judgements or proposals of modification to the reports. A total of 68 first year residents were included in three groups who were exposed for 27-28 hours in periodic sessions to training: group I was exposed to a critical reading strategy with active discussion promoted by a professor. Groups II and III had a traditional training with lectures using the same information in all groups. RESULTS: There were no group differences in their critical reading previous to receiving the training. Groups I and II increased their global medians basically in the interpretation skills. When the results were adjusted eliminate the chance-expected changes, only group I improved its critical reading. CONCLUSION: The strategy promoting student participation appeared to be superior to the traditional strategy in the training of our medical residents.
Authors: Javier Gongora-Ortega; Yolanda Segovia-Bernal; J de Jesus Valdivia-Martinez; J Martin Galaviz-DeAnda; Carlos A Prado-Aguilar Journal: BMC Med Educ Date: 2012-07-11 Impact factor: 2.463