title: [Small group discussion to promote self-learning].
abstract: OBJECTIVE
  To emphasize the influence of small groups discussion to promote self-learning.
  
  
  METHODS
  Educational strategies aimed at promoting active participation were designed, and evaluated through its effect in developing aptitude to read critically. The experimental group (EG) participated in a three-phased strategy (individual assignment, small group discussion and plenary); the control group participated in a two-phased strategy (individual assignment and plenary). Subjects in both groups were randomly selected. Previously, an instrument to measure the capability to read critically educational theory texts was developed and validated. The duration and the contents were equal in both strategies.
  
  
  RESULTS
  At the baseline, there were no differences between groups. After participating in the strategies, both groups showed significant progress. CG increased its score from 16 to 33 and the EC from 20 to 48 (p < 0.02).
  
  
  CONCLUSIONS
  Small group discussion proved to be effective to increase the capability to read critically educational theory texts, thus it use should be considered when implementing educational strategies aimed at promoting active participation.
authors.affiliation: Centro de Investigación Educativa y Formación Docente, Instituto Mexicano del Seguro Social, Monterrey, Nuevo León, Mexico. teresa.benavides@imss.gob.mx
authors.forename: Teresa de J
authors.initials: Tde J
authors.lastname: Benavides-Caballero
authors.forename: Myriam Delia
authors.initials: MD
authors.lastname: Insfrán-Sánchez
authors.forename: Leonardo
authors.initials: L
authors.lastname: Viniegra-Velázquez
mesh_terms: D000124:Achievement; D002648:Child; D003142:Communication; D006126:Group Processes; D006801:Humans; D011380:Programmed Instructions as Topic