[Critical reading of reports of educational research in teachers of IMSS. Multicenter study]. / Lectura crítica de informes de investigación educativa en profesores del IMSS. Estudio multicéntrico.

AIM: To determine the effect of an educational strategy promoting participation in the development of critical reading of educational research reports on professors of Educational Research and Teacher Education (CIEFD's). MATERIAL AND METHODS: We performed an intervention study, multicenter professors (medical specialists) who enrolled in the courses: Diploma in teaching methodological level 1 and 2 (n = 46, n = 29, respectively) in the six CIEFD's (D.F. Siglo XXI, DF. La Raza, Nuevo León, Sonora, Puebla and Jalisco), in the period March to August 2007. A tool was built that assessed the variables critical appraisal of educational research reports, the construct validity, content and reliability was assessed by experts in education research. The educational strategy developed in the form of seminars, which were held three times a week in the Certification in teaching methodological level 1 and twice per week in the Certification Level 2 in teaching methodology duration per session: 6 h. The instrument was applied at the beginning and end of the course. RESULTS: In the two Graduates it was observed in the total group, an advance in the three indicators of critical reading, which was expressed with statistically significant differences; in the global score of the Diploma level 1 (final vs. initial measurement) the following mediums were observed: 36-67 (p = 0.0001); in the Diploma level 2, it was observed in its overall rating: 42-78 (p = 0.0001). DISCUSSION: This inquiry from the results observed some of theoretical approaches to mainstreaming participatory. CONCLUSION: An educational strategy promoting participation produced a breakthrough in the three indicators (to interpret, to judge and to formulate proposals) for critical reading of educational research reports.

[Participatory education and the development of critical reading in teachers theoretical texts. Multicenter study]. / Educación participativa y el desarrollo de la lectura crítica de textos teóricos en profesores. Estudio multicéntrico.

AIM: Determine what the relationship between participation in classroom of students attending courses at the Educational Research and Teacher Education (CIEFD's) and the development of proficiency in critical reading of theoretical texts in education. MATERIAL AND METHODS: Intervention study, multicenter students (medical specialist) level Diploma in teaching methodology (DMDN) 1 and 2 (n=46 n=29) of the six CIEFD's (DF Siglo XXI, Mexico City La Raza, Nuevo Leon, Sonora, Puebla and Veracruz), period: March to August 2007 and a Masters in education (n=9, generation 2007-2008). Two instruments were constructed that evaluated the participation variables and critical reading of theoretical texts in education, conceptual validity; content and reliability were assessed by experts in education research. The educational intervention was in the form of seminars (three times a week in DMDN 1 and twice weekly in DMDN 2 and Masters). Participation was assessed halfway through the course and on completion, critical reading at the beginning as well as the end. RESULTS: Statistically significant associations were observed in DMDN 1 (four Centers) and the Masters, but not DMDN 2. DISCUSSION: In this investigation some of the theoretical proposals of the participatory education were recreated, starting from the analysis of our results. CONCLUSION: In some centers and in the masters, strengthening participation in this educational intervention is related to the development of critical reading of theoretical texts in education.

[Clinical competence of anesthesiology residents in patients requiring hospital care in the specialty hospital "Siglo XXI"]. / Competencia clínica de los residentes de anestesiología en pacientes que requieren atención médica en un hospital de especialidades.

INTRODUCTION: The study of clinical competence is essential because it summarizes the attributes that characterize a specialist capable of providing quality health care OBJECTIVE: Investigate the development of clinical competence among anesthesiology residents that care for patients in a tertiary level facility. MATERIAL AND METHODS: In February 2007 we conducted a cross-sectional study among 42 anesthesiology residents, 21 were in second and 21 in third year. In order to measure the degree of development of clinical competence we created an instrument with four case studies that summarized patients undergoing surgical anesthetic procedure. The instrument included 200 items that explored eight indicators and covered a range of time periods: pre-trans and post anesthesia. The instrument was validated by a group of experts with clinical, teaching and publication experience. We carried out a pilot test and estimated the instrument's internal reliability using the Kuder-Richardson test (KR-21). We obtained a coefficient of 0.95. We collected the study data and instrument rating technique using a blinded design. Statistical analysis was performed using nonparametric tests. RESULTS: In the overall ranking, third-year medical residents versus sophomores, achieved the highest scores, which resulted in statistically significant differences (p = 0.045). Regarding the degree of expertise we found that most participants had scores of "very low" and "low". In the study of ratings by indicator, we noted that when comparing second vs third year residents we only found statistically significant differences in default decisions that were also potentially iatropathogenic (p = 0.026). CONCLUSION: The clinical competence of anesthesiology residents who care for patients attending a tertiary level facility is low when compared with the maximum theoretical scores they should obtain.

[Clinical competence of emergency clinicians in the management of asthmatic exacerbation in children]. / Competencia clínica de médicos de urgencias en la atención de niñios con exacerbación asmática.

UNLABELLED: In spite of its high prevalence, asthma continues to be undertreated worldwide, and a physician's deficient knowledge seems to be the main reason. OBJECTIVES: To measure the degree of physician's knowledge about classification and treatment of asthma exacerbations in children, and to identify physician's factors that might be involved. METHODS: A prospective, observational, cross-sectional and analytical study was carried out. A 13 item questionnaire to evaluate the knowledge about asthma exacerbations was constructed and validated. This instrument was applied to clinicians working at emergency rooms in four secondary-level hospitals. RESULTS: Forty doctors answered the questionnaire, with a median of 38.5% correct answers. Age, time-span working as specialist, years working at emergency rooms, number of courses attended, number of papers on asthma read, and number of asthma patients seen in a weekly basis did not influence the percentage of correct answers. Variables influencing the degree of knowledge were: being pediatrician (38.5% correct answers vs 23.1% in other specialties, p = 0.035) and working at night (50.0 vs 30.8% in other shift p = 0.031). A multiple lineal regression analysis corroborated the influence of these last two variables on the percentage of correct answers. CONCLUSIONS: The questionnaire proved to be a useful tool that fulfilled expected goals. Percentage of correct answers was low among participating physicians, which indicated the need of educative intervention maneuvers to improve medical management of asthma exacerbation.