Teaching critical reading to medical residents

Héctor Cobos Aguilar, Patricia Espinosa Alarcón, Leonardo Viniegra Velázquez

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)

Abstract

Objetive. To compare an educational strategy for promoting the participation versus the traditional teaching of research in medical residents. Material and methods. We generated a questionnaire validated by experts: to evaluate the critical reading of clinical epidemiology reports. It contains 75 items which explore interpretation judgements or proposals of modification to the reports. A total of 68 first year residents were included in three groups who were exposed for 27-28 hours in periodic sessions to training: group I was exposed to a critical reading strategy with active discussion promoted by a professor. Groups II and III had a traditional training with lectures using the same information in all groups. Results. There were no group differences in their critical reading previous to receiving the training. Groups I and II increased their global medians basically in the interpretation skills. When the results were adjusted eliminate the chance-expected changes, only group I improved its critical reading. Conclusion. The strategy promoting student participation appeared to be superior to the traditional strategy in the training of our medical residents.
Original languageEnglish
Pages (from-to)431-436
Number of pages6
JournalRevista de Investigacion Clinica
Publication statusPublished - 1 Nov 1996
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Medicine(all)

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