RESUMO
BACKGROUND: the critical reading is skill which allows to extend the reality that surrounds us, and strengthens our own point of view, through the reflection of the experience. Our objective was to consider the reach of a participative educational strategy (PES) for the development of an skill for critical theoretical text reading in family physician residents. METHODS: interventional study in a group of family physician junior residents who were measure at the beginning and the end, comparing with a single measurement of a group of senior residents. The strategy was carried out in two ways: individual and group work. In order to determine the advancement of the intervention, an evaluation instrument with two indicators was applied: understanding and interpretation. RESULTS: a significant advance in the interpretation indicator was observed, the global result and the understanding indicator did not show significant changes. When comparing the group with senior residents significant differences in the global result and the indicator of interpretation were observed. CONCLUSIONS: the strategy caused the development of the skills for the critical theoretical text reading.
