RESUMO
OBJECTIVE: To emphasize the influence of small groups discussion to promote self-learning. METHODOLOGY: Educational strategies aimed at promoting active participation were designed, and evaluated through its effect in developing aptitude to read critically. The experimental group (EG) participated in a three-phased strategy (individual assignment, small group discussion and plenary); the control group participated in a two-phased strategy (individual assignment and plenary). Subjects in both groups were randomly selected. Previously, an instrument to measure the capability to read critically educational theory texts was developed and validated. The duration and the contents were equal in both strategies. RESULTS: At the baseline, there were no differences between groups. After participating in the strategies, both groups showed significant progress. CG increased its score from 16 to 33 and the EC from 20 to 48 (p < 0.02). CONCLUSIONS: Small group discussion proved to be effective to increase the capability to read critically educational theory texts, thus it use should be considered when implementing educational strategies aimed at promoting active participation.
Assuntos
Logro , Comunicação , Processos Grupais , Instruções Programadas como Assunto , Criança , HumanosRESUMO
OBJECTIVES: To evaluate the performance through time of the Centro de Investigación Educativa y Formación Docente (Educational Research and Teaching Education Center) at the Instituto Mexicano del Seguro Social (Mexican Institute of Social Security), Nuevo León Office using as an indicator the ability for critical reading of theoretical texts of education. MATERIAL AND METHODS: A comparative cross-sectional study was made among professors with and without teaching education, as well as among the several generations of professors that took teaching education courses at the Centro de Investigación Educativa y Formación Docente. A previously validated instrument was used to measure the ability for critical reading. It was applied to 358 professors, 107 with teaching education at the Centro de Investigación Educativa y Formación Docente in Monterrey and 251 without teaching education, at the IMSS Nuevo León Office. RESULTS: It was found that the previous teaching education constitutes a "positive risk" with an odds ratio of 17.66 (CI 9.02-34.12). Statistically significant differences were also found between not educated professors (median of 15) and educated professors (median of 35). In the scale, the grades at random and very low predominated in not educated professors, while the educated ones were located in the low and average. CONCLUSION: Professors at the Centro de Investigación Educativa y Formación Docente are improving their teaching labor using research as a means of self-criticism.
Assuntos
Docentes de Medicina , Ensino , Estudos Transversais , EducaçãoRESUMO
OBJECTIVE: To compare the educational environments created by the professors who attended the Regional Center of Teachers Training to those who did not attend it. MATERIAL AND METHODS: An instrument was developed to explore the educational environment that every professor creates for students with indirect technique, with double statements in accordance to the passive and participative focus of the education they approached of the type and frequency of activities carried on regularly in the educational process, validated by rounds of experts, with a final version of 60 statements and six indicators. The instrument was applied to 480 residents (students) from the different specialization courses in 10 hospitals from a Delegation of the Mexican Institute of Social Security corresponding to 82 professors evaluated. For the statistic analysis was used Chi 2 with Yates correction, the odds ratio with confidence intervals and the U of Mann Whitney. The Kuder Richardson test was used to determine the instruments consistency. RESULTS: There were no significant differences (p > .50) when comparing the educational environment created by the professors who attended the training courses at the Center and those who did not attend. The odds ratio to evaluate if training creates a more participative environment for students was of 1.84 (IC 0.94-2.92). CONCLUSION: There are limitations in the courses for teachers training and that is because a profound change has not been accomplished in the graduates to allow a turn in their teaching experience to an education that promotes the elaboration of knowledge (participative) by the students, when they return to their medical units. It is necessary to reorient the educational process.
Assuntos
Educação Profissionalizante , Docentes de Medicina , Ensino , Academias e Institutos , Adulto , Educação , Educação de Pós-Graduação em Medicina , Avaliação Educacional , Humanos , Internato e Residência , Modelos Educacionais , Avaliação de Programas e Projetos de Saúde , Previdência Social , Inquéritos e QuestionáriosRESUMO
OBJECTIVE: To compare the educational environments created by the professors who attended the Regional Center of Teachers Training to those who did not attend it. MATERIAL AND METHODS: An instrument was developed to explore the educational environment that every professor creates for students with indirect technique, with double statements in accordance to the passive and participative focus of the education they approached of the type and frequency of activities carried on regularly in the educational process, validated by rounds of experts, with a final version of 60 statements and six indicators. The instrument was applied to 480 residents (students) from the different specialization courses in 10 hospitals from a Delegation of the Mexican Institute of Social Security corresponding to 82 professors evaluated. For the statistic analysis was used Chi 2 with Yates correction, the odds ratio with confidence intervals and the U of Mann Whitney. The Kuder Richardson test was used to determine the instruments consistency. RESULTS: There were no significant differences (p > .50) when comparing the educational environment created by the professors who attended the training courses at the Center and those who did not attend. The odds ratio to evaluate if training creates a more participative environment for students was of 1.84 (IC 0.94-2.92). CONCLUSION: There are limitations in the courses for teachers training and that is because a profound change has not been accomplished in the graduates to allow a turn in their teaching experience to an education that promotes the elaboration of knowledge (participative) by the students, when they return to their medical units. It is necessary to reorient the educational process.