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Updated: Jul 11, 2026
10:26
Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
[Educative intervention and development of position and critical reading]
Sonia Elizabeth Angulo-Bernal1, Félix Arturo Leyva-González, Leonardo Viniegra-Velázquez
1Programas de Cursos Técnicos del Area de la Salud, IMSS.
Summary
This study shows that a participatory educational strategy significantly improved health technical course professors' critical reading skills and educational perspectives. The strategy enhanced theoretical text reading more than research information reading.
Area of Science:
- Health professions education
- Educational psychology
Context:
- Technical courses in the health area often require strong critical thinking and reading comprehension skills.
- Developing these skills in educators is crucial for effective knowledge transfer.
Purpose:
- To assess the impact of a participatory educational strategy on health technical course professors.
- To evaluate improvements in their educational perspectives and critical reading abilities for theoretical texts and research.
Summary:
- A nine-month longitudinal intervention involved seminars and guided readings/discussions.
- Professors (n=10) participated in activities promoting critical analysis and self-reflection.
- Pre- and post-intervention assessments measured changes in educational perspectives and reading skills.
Impact:
- The educational strategy led to statistically significant improvements in professors' educational perspectives and critical theoretical text reading.
- Gains in reading educational research information were less pronounced than in theoretical text reading.
- Creating participatory and critical educational environments is effective for professional development in health education.
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