Teaching critical reading to medical residents

Héctor Cobos Aguilar, Patricia Espinosa Alarcón, Leonardo Viniegra Velázquez

Research output: Contribution to journalArticle

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

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Reading
Teaching
Biomedical Research
Epidemiology
Students

All Science Journal Classification (ASJC) codes

  • Medicine(all)

Cite this

Cobos Aguilar, H., Espinosa Alarcón, P., & Viniegra Velázquez, L. (1996). Teaching critical reading to medical residents. Revista de Investigacion Clinica, 431-436.
Cobos Aguilar, Héctor ; Espinosa Alarcón, Patricia ; Viniegra Velázquez, Leonardo. / Teaching critical reading to medical residents. In: Revista de Investigacion Clinica. 1996 ; pp. 431-436.
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Cobos Aguilar, H, Espinosa Alarcón, P & Viniegra Velázquez, L 1996, 'Teaching critical reading to medical residents', Revista de Investigacion Clinica, pp. 431-436.

Teaching critical reading to medical residents. / Cobos Aguilar, Héctor; Espinosa Alarcón, Patricia; Viniegra Velázquez, Leonardo.

In: Revista de Investigacion Clinica, 01.11.1996, p. 431-436.

Research output: Contribution to journalArticle

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N2 - 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.

AB - 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.

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Cobos Aguilar H, Espinosa Alarcón P, Viniegra Velázquez L. Teaching critical reading to medical residents. Revista de Investigacion Clinica. 1996 Nov 1;431-436.