Critical Reading of Educational Research Reports on Teachers. An Educational Intervention. Multicentric Study


Lectura crítica de informes de investigación educativa en profesores. Una intervención educativa. Estudio multicéntrico
Félix Arturo Leyva Gonzáleza,*, Rosalba Isabel Leyva Salasb, Francisco Javier F. Gómez Clavelinac, Félix Arturo Leyva Salasd, Jesús Salvador Valencia Sáncheze

aCoordinación de Desarrollo Educativo, División de Estudios de Posgrado, Facultad de Medicina, Universidad Nacional Autónoma de México, Cd. Mx., México.
bUnidad de Medicina Familiar No. 32, IMSS, Alvarado, Ver., México.
cSubdivisión de Medicina Familiar, División de Estudios de Posgrado, Facultad de Medicina, Universidad Nacional Autónoma de México, Cd. Mx., México.
dCurso de Especialización en Cirugía Plástica, Hospital “Hermanos Ameijeiras”, Universidad de la Habana, Cuba.
eCoordinación de los Cursos de Posgrado de Alta Especialidad en Medicina, División de Estudios de Posgrado, Facultad de Medicina, Universidad Nacional Autónoma de México, Cd. Mx., México.

Recibido: 14-noviembre-2018. Aceptado: 4-marzo-2019.

* Autor para correspondencia: Félix Arturo Leyva González.
Coordinación de Desarrollo Educativo, División de Estudios de Posgrado, Facultad de Medicina, Universidad Nacional Autónoma de México, Cd. Mx., México.
Tel.: 5623-7271. Correo electrónico: felix.leyva@fmposgrado.unam.mx

La revisión por pares es responsabilidad de la Universidad Nacional Autónoma de México. 2007-5057/© 2020 Universidad Nacional Autónoma de México, Facultad de Medicina. Este es un artículo Open Access bajo la licencia CC BY-NC-ND (http://creativecommons.org/licenses/bync-nd/4.0/ ). https://doi.org/10.22201/facmed.20075057e.2020.33.18166

Palabras Clave

Lectura crítica; estrategia educativa; profesores.

Keywords

Critical reading; educational strategy; teachers.


Abstract

Introduction: In the Educational Research and Teacher Training Centers (CIEFD’s), Instituto Mexicano del Seguro Social (IMSS), teachers who serve as tutors of the residents are trained. There is a concern about how to develop critical reading and which educational strategy to implement.

Objective: To determine the relationship between the participation in the classroom of the teachers who attend the courses in the CIEFD’s and the development of the aptitude for critical reading of educational research reports.

Method: An intervention and multicentric study was carried out, with teachers enrolled in the courses about teaching methodology (DMDN), 1 and 2 levels (n = 46 and n = 29, respectively) of the six CIEFD’s from March to August 2017. To evaluate the student participation in the classroom an instrument was designed. This instrument includes five categories and 18 indicators. Interobserver variability was estimated with a concordance test (weighted Kappa 0.80). The aptitude for critical reading was evaluated using an instrument with three indicators and 140 items. Its conceptual and content validity and reliability was assessed by experts in educational research with teaching experience. The DMDN 1 and 2 lasted 360 and 288 hours respectively, and were developed with the promoting participation educational strategy. The measuring instruments were applied twice (initial and final measurements). The initial measurement to assess the participation of the student in the classroom was made at the middle of both courses.

Results: Significant statistical associations were observed in the DMDN 1 of four CIEFD’s.

Conclusions: From the analysis of the results, we can infer that some of the theoretical proposals of participatory education were recreated. In some Centers, the strengthening of participation with this educational intervention is related to the development of critical reading of educational research reports.