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.
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