[Developing undergraduate medical boarding's clinical aptitude in anemic deficiencies with a participation promotive educational strategy].

OBJECTIVE

To compare the profit of a participation promotive educational strategy versus traditional teaching on development of the undergraduate medical boarding's clinical aptitude.

METHODS

A quasiexperimental design was made. An instrument was built and validated in order to explore clinical aptitude. It contains three actual clinical cases about iron, folic acid or cobalamin deficiency, and a questionnaire with 164 items to explore eight clinical aptitude indicators; experts attending and teaching physicians validated it. A Kuder-Richardson coefficient of 0.80 was gotten when we estimated the internal reliability. The instrument was applied simultaneously to 55 undergraduate medical boarding from two hospitals of the Instituto Mexicano del Seguro Social the starting year of undergraduate boarding (initial measuring) and at finish once again (end measuring). The experimental group (GE, n = 29) was exposed to a participation promotive educational strategy, and control group (GC, n = 26) to a traditional one.

RESULTS

The overall scores of initial measuring in the GE and GC were low: 57 y 42 respectively (maximum: 164); at end measuring an increase in overall scores was observed: in the GE 68 (p < 0.02) and GC 47 (NS).

CONCLUSIONS

The participation promotive educational strategy is better than traditional teaching for developing the undergraduate medical boarding's clinical aptitude. It must be considerated to propitiate changes to develop a more reflexive and critical education.