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Revista chilena de neuro-psiquiatría

versión On-line ISSN 0717-9227

Resumen

VARELA G, Mario et al. Critical reading as a postgraduate teaching strategy in psychiatry. Rev. chil. neuro-psiquiatr. [online]. 2007, vol.45, n.3, pp.221-224. ISSN 0717-9227.  http://dx.doi.org/10.4067/S0717-92272007000300006.

Introduction: Supervised critical reading of classic psychiatric texts and modern papers is a valida ted educa tional practice in postgradua te studies in psychia try dating back to two cen turies. There are experiences reported in international literature, in different psychiatry teaching centres. Material and Methods: Our department of psychiatry has included critical reading in its educational schedule. The reading time is sixty minutes, and our analysis includes 70 hours of reading. Results: Open discussion and teaching in small groups has been conducted, relating Spanish texts, and German texts translated to Spanish, with the analysis of patients attending our department. Conclusions: Critical reading allows discussion with the tutor, questioning, and the study of difficult cases, with psychopathological interest. Reading classic texts allows critical reading of modern literature

Palabras clave : critical reading; medical education; psychiatry.

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