[Further than learning contents, developing skills].
OBJECTIVE
To evaluate the scope of an educational strategy for developing an aptitude for critical reading of educational research information (CRERI) and for clinical research information (CRCRI).


METHODS
A longitudinal, intervening, comparative study was performed on seven groups with educational interventions that promote development skills rather than learning contents. This was evaluated through two instruments that measure skills for critical reading information from educational and clinical investigation reports.


RESULTS
Significant differences were encountered favorable to CRCRI, among the initial and final evaluation of students in a whole manner (p < 0.001). Group analysis showed differences until the end of educational interventions in three of them (p < 0.01).


CONCLUSIONS
The educational strategy had two favorable effects on the CRCRI; nevertheless the educational interventions were solely aimed at promoting CRERI. The extension from one to another aptitude was shown to be independent of contents. This strategy can be an alternative for encouraging students to self-learning, which leads to a better usage of available information sources.
Peralta-Heredia
Irma Concepción
IC
Centro de Investigación Educativa y Formación Docente, Instituto Mexicano del Seguro Social, Guadalajara, Jalisco. irma.peralta@imss.gob.mx
González-Reyes
Héctor Fernando
HF
Mercado-Barajas
José Luis
JL
Luce-González
Elba Graciela
EG
D006801:Humans; D007600:Judgment; D007858:Learning; D008137:Longitudinal Studies; D011932:Reading; D012106:Research / Q000193:education*