[Small group discussion to promote self-learning].
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.
Benavides-Caballero
Teresa de J
Tde J
Centro de Investigación Educativa y Formación Docente, Instituto Mexicano del Seguro Social, Monterrey, Nuevo León, Mexico. teresa.benavides@imss.gob.mx
Insfrán-Sánchez
Myriam Delia
MD
Viniegra-Velázquez
Leonardo
L
D000124:Achievement; D002648:Child; D003142:Communication; D006126:Group Processes; D006801:Humans; D011380:Programmed Instructions as Topic