[Development of critical reading on theoretical papers. Criticism of the teaching performance].
BACKGROUND
The critical reading development requires the reader get involved with author idea, systematizing, arguing and debating the information sources. Our objective was to evaluate the development of the skill to critical reading of theoretical text in education with an educational strategies aimed to promote active participation.


METHODS
A study of intervention, comparative, multicentre and prospective with five groups of students was designed An instrument was refined and validated to measure the critical reading ability of theoretical text before and after the educational strategies, that had in common the aim to favor development critical reading from the participative approach of the education.


RESULTS
Before the educational intervention the D group and E group had higher median score showing statistical difference (p = 0.02) than the other control groups. After educational intervention the skill for critical reading was similar (p = 0.20).


CONCLUSIONS
Teaching performance during the development of educational strategy promotes the participation that favors in a similar way the critical reading of theoretical texts.
Pérez-Márquez
María Guadalupe Lourdes
MG
Centro de Investigación Educativa y Formación Docente, Distrito Federal, México. maria.perezma@imss.gob.mx
Aguilar-Mejía
Estela
E
Trujillo-Galván
Francisco David
FD
D004501:Education, Medical / Q000592:standards*; D007600:Judgment; D011446:Prospective Studies; D011932:Reading; D013663:Teaching / Q000592:standards*