[A comparative study between two academic working environments in residents of family medicine]. / Satisfacción de los residentes de medicina familiar con el ambiente académico laboral.

OBJECTIVE: To compare the satisfaction level in the academic working environments (AWE) between the residents of two training primary care units. METHODS: Observational, transversal and comparative study. A previously constructed and validated instrument was applied, it included 30 items that evaluated the AWE with the following indicators: support, satisfaction, participation and respect; the reliability index's instrument was high (Cronbach's alpha is 0.88). The statistical analysis was made with the Mann-Whitney U test, and χ2 test for proportions. RESULTS: Regarding the AWE, 4.28% of the residents obtained a really inappropriate environment; 8.57% very appropriate and 14% inappropriate environment. However the 72% was between intermediate environments. No statistical significant difference was found between the three measurements. CONCLUSIONS: Our results are consistent with other national studies results where the "respect" indicator was the one with higher rank. The environment along with "participation," and "support," creates a favorable relationship among residents, teachers and the staff. However, the "imposition" and "rigidity" produces a decrease in the collective participation.

[An educational position development in medicine teachers]. / Desarrollo en profesores, de una postura ante la educación.

BACKGROUND: From a participative educational position view, enhancement of the teaching is subjected to the fact that mentors had though about conditions and circumstances that determine their performance and to get a solid position that guides them into overcoming their day-to-day trouble burden. Our objective was to measure effects of a participative educational strategy that motivates critical evaluation in the development of a position on education; seven groups of teachers were compared. METHODS: Through a longitudinal comparative intervention design, 71 students (mentors) coming from seven educational interventions, were studied, during a period from 2002 to 2005. RESULTS: Differences between previous and posterior to educational process measuring were statistically significant in favor of the development of a position in all the groups (Wilcoxon p < 0.01); 68 out of 71 mentors developed a position on education. CONCLUSIONS: A participative educational strategy consolidated a personal position, resulting from the reflexive activity of the mentor.

[Further than learning contents, developing skills]. / Desarrollo de aptitudes, más allá del aprendizaje de contenidos.

OBJECTIVE: To evaluate the scope of an educational strategy for developing an aptitude for critical reading of educational research information (CRERI) and for clinical research information (CRCRI). METHODS: A longitudinal, intervening, comparative study was performed on seven groups with educational interventions that promote development skills rather than learning contents. This was evaluated through two instruments that measure skills for critical reading information from educational and clinical investigation reports. RESULTS: Significant differences were encountered favorable to CRCRI, among the initial and final evaluation of students in a whole manner (p < 0.001). Group analysis showed differences until the end of educational interventions in three of them (p < 0.01). CONCLUSIONS: The educational strategy had two favorable effects on the CRCRI; nevertheless the educational interventions were solely aimed at promoting CRERI. The extension from one to another aptitude was shown to be independent of contents. This strategy can be an alternative for encouraging students to self-learning, which leads to a better usage of available information sources.

[Family dysfunction and paediatric patients with asthma]. / Disfunción familiar en pacientes pediátricos con asma.

OBJECTIVE: To determine family function of pediatric patients with asthma. DESIGN: Cross-sectional study. SETTING: Family medicine clinic number 51, Mexican Institute of Social Security, Primary Care, in Guadalajara, Jalisco, Mexico. PARTICIPANTS: Fifty families were studied; 25 of which had a pediatric patient previously diagnosed with asthma, and a control group of 25 with pediatric patients without asthma. METHODS: From September 2006 to February 2007 family function was evaluated using family APGAR and associations were estimated using odds ratio (OR) and 95% confidence interval (CI). RESULTS: Family dysfunction was more often present in families with asthmatic patients compared to those without; OR=3.7 (95% CI, 1.1-13). Severe dysfunction is markedly higher in families with asthmatic members. CONCLUSIONS: Family dysfunction is more frequent in families with asthmatic children; family functionality should be seen as an important part of the integral approach in those families.

Disfunción familiar en pacientes pediátricos con asma / Family dysfunction and pediatric patients with asthma

Objetivo. Determinar la funcionalidad familiaren pacientes pediátricos asmáticos.Diseño. Estudio transversal.Emplazamiento. Unidad de Medicina Familiarnúmero 51 del IMSS, primer nivel deatención, en la ciudad de Guadalajara, Jalisco,México.Participantes. Se estudió a 50 familias de lasque 25 tenían un paciente pediátrico condiagnóstico de asma previamente establecidoy otras 25 con pacientes pediátricos sindiagnóstico de asma que participaron comogrupo control.Métodos. De septiembre de 2006 a febrerode 2007 se evaluó la funcionalidad familiarmediante el instrumento Apgar familiar, lasasociaciones se determinaron mediante oddsratio (OR) e intervalos de confianza (IC) del95%.Resultados. La disfunción familiar es un factorasociado con mayor frecuencia a familias conpacientes asmáticos en comparación conaquellas que no tienen este tipo de pacientesOR = 3,7 (IC del 95%, 1,1-13), la disfunciónsevera es notoriamente mayor en familias conintegrantes asmáticos.Conclusiones. La disfunción familiar sepresenta más frecuentemente en familias conniños asmáticos, por lo que la evaluación de lafuncionalidad familiar se debe considerarcomo parte del abordaje integral de lasfamilias con niños asmáticos

Objective. To determine family functionof pediatric patients with asthma.Design. Cross-sectional study.Setting. Family medicine clinic number 51,Mexican Institute of Social Security,Primary Care, in Guadalajara, Jalisco,Mexico.Participants. Fifty families were studied; 25 ofwhich had a pediatric patient previouslydiagnosed with asthma, and a control groupof 25 with pediatric patients withoutasthma.Methods. From September 2006 to February2007 family function was evaluated usingfamily APGAR and associations wereestimated using odds ratio (OR) and 95%confidence interval (CI).Results. Family dysfunction was more oftenpresent in families with asthmatic patientscompared to those without; OR=3.7 (95%CI, 1.1-13). Severe dysfunction is markedlyhigher in families with asthmatic members.Conclusions. Family dysfunction is morefrequent in families with asthmatic children;family functionality should be seen as animportant part of the integral approachin those families

[Is epistemological meditation a feature of scientific activity?]. / La reflexión epistemológica es una característica de la actividad científica?

INTRODUCTION: In research activities, critical thinking about mechanisms that control the selection of certain knowledge forms and correlative practices are unusual. OBJECTIVE: To compare the levels of epistemological meditation in professional groups with different grades of expertise in research field. METHODS: Prolective, comparative, cross-sectional study by means of validated questionnaire that measure posture (consistence in points of view about diverse scientific conceptions and activities), main indicator of epistemological meditation level. Three groups were included: 25 professional biomedical researchers (group "A"), 22 postgraduate professors of health sciences (group "B") and 16 postgraduate students of social sciences (group "C"). RESULTS: Most participants showed low scores in posture with not significant differences between groups (p > 0.05). However, group "B" after an educational intervention, showed significant increase in consistence points of view (p < 0.01). DISCUSSION: Epistemological meditation about scientific work is not a feature of research activities in studied groups. The grades of expertise in research field do not have influence in posture development.