Educative intervention in residency for the critical reading domain of research reports

Abstract

Objective: To determine the effect of an educational intervention on the critical reading domain of clinical research reports in medical residents.

Method: A quasi-experimental study was conducted on a convenience sample of 156 medical residents at Guatemala’s hospital. Whoever agreed to participate and concluded the intervention process, was included. The variables studied included: age, gender, residency year, and critical reading domain pre- and postintervention. They were assessed using a previously evaluated structured tool. The intervention consisted of 72 hours of discussion and comments on original research reports, distributed into 90 minute weekly sessions for 12 months. The thematic contents on the methodology of each article were also included. The pre- and postintervention results were compared using non-parametric inferential statistics. The information was systematised and analysed using Epi Info© version 6 for Windows©.

Results: A total of 156 medical residents were included, with a mean age of 27±3 years, of whom 55% were female, and 60% of them in third year of their residency. Preintervention critical reading domain median was 53 (interval 26-78), and postintervention was 78.5 (range 24-89), with a significantly statistically difference (p<.05).

Conclusions: A participatory educational intervention focused on meditation, confrontation and group discussion of research reports significantly stimulated the building of knowledge in medical residents.