title: [An educational position development in medicine teachers].
abstract: BACKGROUND
  From a participative educational position view, enhancement of the teaching is subjected to the fact that mentors had though about conditions and circumstances that determine their performance and to get a solid position that guides them into overcoming their day-to-day trouble burden. Our objective was to measure effects of a participative educational strategy that motivates critical evaluation in the development of a position on education; seven groups of teachers were compared.
  
  
  METHODS
  Through a longitudinal comparative intervention design, 71 students (mentors) coming from seven educational interventions, were studied, during a period from 2002 to 2005.
  
  
  RESULTS
  Differences between previous and posterior to educational process measuring were statistically significant in favor of the development of a position in all the groups (Wilcoxon p < 0.01); 68 out of 71 mentors developed a position on education.
  
  
  CONCLUSIONS
  A participative educational strategy consolidated a personal position, resulting from the reflexive activity of the mentor.
authors.affiliation: Centro de Investigación Educativa y Formación Docente, Instituto Mexicano del Seguro Social, Guadalajara, Jalisco, Mexico. irma.peralta@imss.gob.mx
authors.forename: Irma Concepción
authors.initials: IC
authors.lastname: Peralta-Heredia
authors.forename: Héctor Fernando
authors.initials: HF
authors.lastname: González-Reyes
authors.forename: Elba Graciela
authors.initials: EG
authors.lastname: Luce-González
mesh_terms: D004501:Education, Medical / Q000592:standards*; D005180:Faculty, Medical; D008137:Longitudinal Studies