[Comparison of 2 educational strategies in critical reading of resident physicians].
OBJECTIVE
To compare an educational strategy for promoting the participation versus the traditional teaching of research in medical residents.


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.


CONCLUSIONS
The strategy promoting student participation appeared to be superior to the traditional strategy in the training of our medical residents.
Cobos Aguilar
H
H
Depto. de Educación Médica de Investigación, Hospital General de Zona No.33 IMSS Monterrey, Nuevo León.
Espinosa Alarcón
P
P
Viniegra Velázquez
L
L
D004501:Education, Medical / Q000379:methods*; D007396:Internship and Residency; D011932:Reading