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Related Experiment Video

Updated: Jun 16, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

[Further than learning contents, developing skills].

Irma Concepción Peralta-Heredia¹, Héctor Fernando González-Reyes, José Luis Mercado-Barajas

¹Centro de Investigación Educativa y Formación Docente, Instituto Mexicano del Seguro Social, Guadalajara, Jalisco. irma.peralta@imss.gob.mx

Revista Medica Del Instituto Mexicano Del Seguro Social

|February 10, 2010

Summary

This study assessed an educational strategy for critical reading skills. The strategy effectively improved critical reading of clinical research information (CRCRI), even when interventions focused on educational research information (CRERI).

Related Experiment Videos

Last Updated: Jun 16, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Area of Science:

Medical Education
Research Methodology
Information Literacy

Background:

Developing critical appraisal skills is crucial for healthcare professionals.
Existing educational strategies may not adequately address the nuances of different research types.
The ability to critically evaluate research is essential for evidence-based practice.

Purpose of the Study:

To evaluate an educational strategy's effectiveness in fostering critical reading skills for both educational research information (CRERI) and clinical research information (CRCRI).
To determine the transferability of critical reading skills between different research domains.

Main Methods:

A longitudinal, comparative study involving seven groups with skill-development interventions.
Assessment using two instruments measuring critical reading skills for educational and clinical research reports.
Focus on skill development over content acquisition.

Main Results:

Significant overall improvement in critical reading of clinical research information (CRCRI) was observed (p < 0.001).
Three intervention groups showed significant improvements by the end of the study (p < 0.01).
The strategy positively impacted CRCRI despite interventions targeting CRERI.

Conclusions:

The educational strategy demonstrated effectiveness in enhancing critical reading of clinical research information (CRCRI).
Skill transferability between CRERI and CRCRI appeared content-independent.
This strategy promotes self-learning and better utilization of information resources.