Habilidades docentes en alumnos tutores en lectura crítica de investigación médica durante el internado de pregrado

Translated title of the contribution: Teaching skills of medical student tutors in research critical appraisal during internship

Héctor Cobos-Aguilar, Patricia Pérez-Cortés, Leonardo Alejandro Bracho-Vela, Mario Alberto Garza-Garza, Gabriel Dávila-Rodríguez, Daniel Omar López-Juárez, Evelyn Maldonado-González, Liliana Zapata-Aguirre

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Abstract

Introduction: Students may be tutors in clinical medicine and other areas. Objective: To evaluate the teaching abilities of students as tutors in a critical appraisal research course, during their internship. Material and Methods: Two groups were studied: G1 (n=5) was taught by a Professor and included group discussions, and G2 had four student tutors and engaged in sub-group discussions (n=10). The course lasted 40 hours and was conducted on the basis of resolving reading guide's in-house and referred discussion. Five instruments were applied: 1) critical reading including 108 items, 2) sub-group activities led by the professor, included 17 items, 3) student activities in sub-group discussions, with 18 items, 4) evaluation of the professor's qualitative characteristics by the students that included 8 items and 5) a self-evaluation of the student tutor consisting of 10 items. Instruments 1, 2 and 4 were evaluated before and after the course. Instrument 1 was graded by adding the correct answers and subtracting those that were incorrect; medians were recorded. Both groups were compared with Mann Whitney U and Wilcoxon tests, statistical weight and randomness. A Likert scale was also used with values ranging from 1 (minimum) to 4 (maximum), in instruments 2 to 5; the values were added and medians were used. Consistency was determined in instruments 1 to 4. Results: No significant differences were detected between both groups in critical reading before and after the interventions, although statistical weight did increase and randomness decreased in G2. Instruments 2, 3 and 4 (Cronbach's alpha > 0.75), reported adequate medians in almost all aspects; instrument 2 revealed almost maximum final results in G2. The tutors' affection for students increased. Discussion: Student tutors can develop complex teaching abilities and foster student learning. These strategies are underutilized in our milieu.
Translated title of the contributionTeaching skills of medical student tutors in research critical appraisal during internship
Original languageSpanish
Pages (from-to)92-99
Number of pages8
JournalInvestigación en Educación Médica
Volume3
Issue number10
Publication statusPublished - Jan 2014

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