Little critical reading of research at an undergraduate medical internship

Critical reading of research papers is poorly developed among undergraduate interns, and institutional programs ignore it. Cross-sectional reports confirm this, as well as successful interventions. Longitudinal studies are scarce. Objective: To evaluate the development and continuity of critical reading of research papers in undergraduate internship with emphasis on research. Material and methods: cohort study; five groups with 77 students, randomized, from five universities, with five teachers (of varied teaching experience). Strategy: Weekly basis (90 min); reading of an article and guidance resolution, plenary discussion (teacher and classroom) and creation of a protocol. A balanced (interpretation, judgment and proposals), validated, consistent 108-item instrument was applied (baseline, 6-11 months) plus six abstracts (survey, instrument, cases and controls, randomized controlled trials [RCTs], diagnostic test and cohort). Statistics: Nonparametric, intra- and intergroup, randomized analysis. Results: No baseline differences between the grade-point averages, median global rating (13, range 10 to 17), or subcomponents were observed. Overall rating favored G2 (median 23, range 22-39) by the end of the course; all groups performed better (p < 0.05). Progress was maintained at the overall final rating (median 29, range: 23-35). Random performance decreased (60% to 8%) from beginning to end. No progress was observed in RCTs or cohorts. Conclusions: Learning about research is essential in undergraduate studies and allows medical literature to be assessed. A study program and specific activities including it, and a guide from teachers with participatory strategies, help develop this skill, which is maintained in the medium term.