Critical reading of clinical investigation among oncology residents
Main Article Content
Keywords
Medical Education, Oncology, Biomedical Research
Abstract
Objective: to estimate the development degree to critical reading aptitude of clinical investigation papers among oncology residents.
Methods: a transversal study with 40 oncology resi-dents (surgical oncology, 17; medical oncology, 15; and radio-oncology, 8) was done. An instrument containing six abstracts of clinical articles selected according to a clinical purpose, methodological design and approach to the three most frequent malignancies in Mexico with 150 items to explore three critical reading aptitude indicators was constructed; experts validated it. A pilot test was done in 20 internal medicine residents; a Kuder-Richardson coefficient of 0.90 was obtained to estimate the internal reliability. The instrument was applied simultaneously.
Results: the overall scores were low without difference among specialties (37.5, 35.5 y 38.0, respectively; maximum score: 150). According to indicators, the best score was observed to interpret and to treat, while the score to propose decreased in accordance with the higher specialty degree.
Conclusions: the aptitude development degree to critical reading among oncology residents was deficient. A better environment to develop a more critical and reflexive education should be considerated.
References
Piaget J. Los programas de la psicología del niño y del adolescente. En: Psicología y pedagogía. México: Ariel; 1986. p. 34-52.
Riegelman RK, Hirch RP. Cómo estudiar un estudio y probar una prueba: lectura crítica de la literatura médica. Washington DC: OPS; 1992.
Mac Auley D, McCrum E, Brown C. Randomized controlled trial of the READER method of critical appraisal in general practice. BMJ 1998;316:1134-1137.
Freire P. Llamada a la concienciación y a la desescolarización. En: La naturaleza política de la educación. México: Paidós; 1999. p. 113-20.
Burke DT, Judelson Al, Schneider JC, DeVito MC, Latta D. Reading habits of practicing physiatrists. Am J Phys Med Rehabil 2002;81(10):779-787.
Evidence-Based Medicine Working Group. Users’ guides to the medical literature. JAMA 1994;272: 1367-1395.
Viniegra-Velázquez L. Replanteamiento de la función de la escuela. En: El proceso de elaboración del conocimiento. México: Paidós Educador; 2002. p. 105-154.
Viniegra-Velázquez L. Un acercamiento a la crítica. En: Educación y crítica. El proceso de elaboración del conocimiento. México: Paidós Educador; 2002. p. 13-55.
Espinosa-Alarcón P, Viniegra-Velázquez L. Efectos de una estrategia educativa sobre la lectura crítica en estudiantes de medicina. Rev Invest Clin 1994;46:447-456.
Kitchens JM, Pfeifer MP. Teaching residents toread the medical literatura: a controlled trial of a curriculo in critical appraisal/clinical epidemiology. J Gen Intern Med 1989; 4(5):384-387.
Pérez-Campos JP, Aguilar-Mejía E, Viniegra-Velázquez L. La aptitud para la interpretación de imágenes gammagráficas en residentes de medicina nuclear. Rev Inv Clin 2002;54(1):29-35.
González-Cobos RP, Ríos-Hernández J, Landeros-Morales C. Aptitud para la lectura crítica de artículos de investigación clínica en residentes de psiquiatría. Rev Invest Clin 2001;53: 28-34.
Baeza-Flores E, Leyva-González FA, Aguilar-Mejía E. Aptitud para la lectura crítica de trabajos de investigación clínica en residentes de cirugía general. Rev Med IMSS 2004;42:189-192.
Leyva-González FA, Viniegra-Velásquez L. Lectura crítica en médicos residentes de las especialidades troncales. Rev Invest Clin 1999;51: 31-38.
Mercado-Barajas JL, Viniegra-Velásquez L, Leyva-González FA. Aptitud para la lectura crítica de informes de investigaciones clínicas en médicos residentes del IMSS en Jalisco. Revista Invest Clin 2001;53:413-421.