title: [Comparison of 2 educational strategies in critical reading of resident physicians].
abstract: 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.
authors.affiliation: Depto. de Educación Médica de Investigación, Hospital General de Zona No.33 IMSS Monterrey, Nuevo León.
authors.forename: H
authors.initials: H
authors.lastname: Cobos Aguilar
authors.forename: P
authors.initials: P
authors.lastname: Espinosa Alarcón
authors.forename: L
authors.initials: L
authors.lastname: Viniegra Velázquez
mesh_terms: D004501:Education, Medical / Q000379:methods*; D007396:Internship and Residency; D011932:Reading