Education of History of Medicine for 80 Years: History and Current Status in Republic of Korea.

Medical history education enables the medical students to understand the humanistic aspects of medicine and also help to promote the professionalism of doctors. It makes them understand the disappearing or emerging diseases by recognizing the historical changes and trends to respond appropriately. Therefore, it is helpful to study and understand modern medicine. As of March 2023, 22 (55.0%) out of 40 medical schools in Republic of Korea have medical history course as an independent subject and two schools have integrated courses with medical ethics. Compared to 53.1% in 1995 and 56.2% in 2010, similar percentage of medical schools maintained the subject independently. However, the average credits of 18 schools in 2023(2.0) are higher than those of 1995(1.4) and 2010(1.2). The number of full-time professor who specialized in the history of medicine was 2 in 1995, 6 in 2010, and 11 in 2023. Generally, a full-time professor majoring medical history tend to have other duties besides the education and research of medical history, depending on the role of the department to which he or she belongs since they are assigned to the humanities education other than medical history education. Currently, the curriculums that have been recommended by Korea Association of Medical Colleges(KAMC), Korean Institute of Medical Education and Evaluation(KIMEE), and The Korean Society of Medical Education(KSMED), emphasize medical humanities but do not necessarily include the medical history. As a result, medical history courses have increased slightly, but the other humanities classes have increased significantly since 2000. The knowledge of medical history will help students become a doctor, and a doctor with professionalism adapting to the rapidly changing medical environment. Students will also be able to establish the ideas they must pursue in the present era when they come into contact with numerous historical situations. And if they share a sense of history, they will inspire a sense of unity as a profession and will be more active in solving social problems such as health equity. It is hoped that The Korean Society for the History of Medicine will step forward to set the purpose and goal of the medical history education, and organize the contents of the education. Classes should be prepared so that students are interested in them, and education should be focused on how the contents of education will be able to be used in medicine. To this end, it is necessary to establish the basic learning outcomes of history of medicine, and prepare learning materials based on these learning outcomes. It is also necessary to increase the competencies of educators for the history of medicine, such as performing workshops. With the dedication of the pioneers who devoted their energy to the education of medical history, it is expected that medical history will find out what to do in medical education to foster better doctors and provide better education.

Thurgood Marshall, Hero of American Medicine.

One of the heroes in American history, Associate Supreme Court Justice Thurgood Marshall (1908-1993) sought legal remedies against racial discrimination in education and health care. As director of the Legal Defense Fund (LDF) of NAACP from 1940 to 1961, his success in integrating law schools in Texas led to the first black medical student admitted to a state medical school in the South. Representing doctors and dentists needing a facility to perform surgery, the LDF brought cases before the courts in North Carolina that moved the country toward justice in health care. His ultimate legal victory came in 1954, Brown v. Board of Education of Topeka, the decision that declared racial segregation in public schools unconstitutional. In 1964, the LDF under Jack Greenberg, Marshall's successor as director, won Simkins v. Moses H. Cone Memorial Hospital, a decision that held that hospitals accepting federal funds had to admit black patients. The two decisions laid the judicial foundation for the laws and administrative acts that changed America's racial history, the Civil Rights Act of 1964 and the Social Security Act Amendments of 1965 that established Medicare and Medicaid. His achievements came during the hottest period of the American civil rights movement of the 1950s and 1960s. Well past the middle of the twentieth century, black Americans were denied access to the full resources of American medicine, locked in a "separate-but-equal" system woefully inadequate in every respect. In abolishing segregation, Marshall initiated the long overdue remedy of the unjust legacies of slavery and Jim Crow.

Medicine, Machines, and Medical Education.

While advances in science and technology continue to be at the forefront of the evolution of medical practice, the 21st century is also undergoing a unique and profound cultural shift that is changing the very nature of what it means to be a medical professional, namely humankind's transition to an information-based internet society. Medical care will increasingly depend on computer-generated probabilities guided and supported by a growing variety of individuals in health care-related professions, including statisticians, technologists, and information managers. Perhaps the biggest challenge to the profession will come from the erosion of professional autonomy, driven by smart machines, social networks, and internet search engines. As a result of these and other changes, physicians are facing a systematic loss of control, often without the direct input and leadership of the profession itself. In this commentary, the author urges the profession to adopt several strategies, including shifting its focus from reimbursement to the care patients value most, meaningfully addressing critical issues in health policy, becoming the definitive source for publicly available medical information, reimagining medical education, and overhauling the existing accreditation and licensing systems. Medical education must go beyond a focus on physicians whose professional identity revolves around being the exclusive source of medical knowledge. In the digitized 21st century, medical education should emphasize the centrality of the humanistic interface with patients such that the doctor-patient relationship is paramount in the complex medical world of machines and social media. Removing the roadblocks to successful professional reform is no small task, but the process can begin with a grassroots movement that empowers physicians and facilitates organizational and behavioral change. Failure to take action may well hasten the diminishment of patient care and the profession's trusted role in society.

A historic event: The first female officer of the American Association for Thoracic Surgery.

At the 100th meeting of the AATS, the first woman ever was nominated to be an officer. Dr Yolonda Colson was nominated as Vice President and will be the first female President of the AATS. We celebrate her amazing and inspiring accomplishments.

A history of assessment in medical education.

The way quality of assessment has been perceived and assured has changed considerably in the recent 5 decades. Originally, assessment was mainly seen as a measurement problem with the aim to tell people apart, the competent from the not competent. Logically, reproducibility or reliability and construct validity were seen as necessary and sufficient for assessment quality and the role of human judgement was minimised. Later, assessment moved back into the authentic workplace with various workplace-based assessment (WBA) methods. Although originally approached from the same measurement framework, WBA and other assessments gradually became assessment processes that included or embraced human judgement but based on good support and assessment expertise. Currently, assessment is treated as a whole system problem in which competence is evaluated from an integrated rather than a reductionist perspective. Current research therefore focuses on how to support and improve human judgement, how to triangulate assessment information meaningfully and how to construct fairness, credibility and defensibility from a systems perspective. But, given the rapid changes in society, education and healthcare, yet another evolution in our thinking about good assessment is likely to lurk around the corner.

Logros académicos en Geriatría y Gerontología en Costa Rica / Academic achievements in Geriatrics and Gerontology in Costa Rica

Resumen El análisis panorámico de la información demográfica en Costa Rica y Latinoamérica evidencia el impacto que tiene y tendrá la demanda de servicios especializados en Geriatría y Gerontología, en los diferentes niveles de atención en un sistema nacional de salud y la comunidad. Esto involucra un enfoque multidisciplinario, interdisciplinario y transdisciplinario, por la complejidad inherente a las situaciones. El desarrollo histórico de la geriatría internacional y nacional, junto con los invaluables aportes académicos mediante diferentes modalidades de enseñanza: educación médica continua, grado y postgrado, con la participación activa del Hospital Nacional de Geriatría y Gerontología de la Caja Costarricense de Seguro Social y de la Facultad de Medicina de la Universidad de Costa Rica, colocan al país en una posición aventajada en esta área de formación de recurso humano; los logros académicos obtenidos en los últimos 28 años permiten un escenario más optimista para las personas adultas mayores en el país.

Abstract The panoramic analysis of demographic information in Costa Rica and Latin America, demonstrates the impact it has and will have the demand for specialized services in Geriatrics and Gerontology at different levels of care in the national health system and the community; which involves a multidisciplinary, interdisciplinary and transdisciplinary approach due to the complexity of the situations. The historical development of international and national geriatrics, and the invaluable academic contributions in the different teaching modalities: Continuing, Undergraduate and Postgraduate Medical Education, with the active participation of the National Hospital of Geriatrics and Gerontology of the Costa Rican Social Security SYSTEM and of The Faculty of Medicine of the University of Costa Rica, places Costa Rica in an advantageous position in this area of human resource training, the academic achievements obtained in the last 28 years allow us to see a more optimistic outlook for older adults in the country.

The early training of Antônio Luis Cavalcanti de Albuquerque de Barros Barreto: an itinerary to the international health. / A formação inicial de Antônio Luis Cavalcanti de Albuquerque de Barros Barreto: uma trajetória rumo à saúde internacional.

The article analyzes the education and training of the physician Antônio Luis Cavalcanti de Albuquerque de Barros Barreto, who studied at both the Rio de Janeiro Faculty of Medicine and Oswaldo Cruz Institute and who promoted the Rockefeller Foundation's project in Brazil. An examination of a will, oral accounts, Barros Barreto's medical thesis, and newspaper reports reveals characteristics of the class of 1913 at the Oswaldo Cruz Institute Specialization Program and shows how these students engaged in the foundation's international health initiatives. The text demonstrates how the idea of partnering with the foundation fueled controversies, impelled negotiations, and led to concessions in states where the foundation had yet to establish its presence, as in Pernambuco.

Analisa a formação do médico Antônio Luis Cavalcanti de Albuquerque de Barros Barreto, com passagens pela Faculdade de Medicina do Rio de Janeiro e pelo Instituto Oswaldo Cruz, bem como sua atuação na divulgação do projeto da Fundação Rockefeller no Brasil. A partir de testamento, relatos orais, tese de doutoramento e notícias de jornais, é possível compreender as especificidades da turma de 1913 do Curso de Aplicação do Instituto Oswaldo Cruz e como seus estudantes estiveram articulados em ações relativas ao projeto de saúde internacional. O texto evidencia que a defesa dos acordos com a Fundação Rockefeller podia causar controvérsias, negociações e concessões em estados onde ela ainda não havia penetrado, como ocorreu em Pernambuco.

A formação inicial de Antônio Luis Cavalcanti de Albuquerque de Barros Barreto: uma trajetória rumo à saúde internacional / The early training of Antônio Luis Cavalcanti de Albuquerque de Barros Barreto: an itinerary to the international health

Resumo Analisa a formação do médico Antônio Luis Cavalcanti de Albuquerque de Barros Barreto, com passagens pela Faculdade de Medicina do Rio de Janeiro e pelo Instituto Oswaldo Cruz, bem como sua atuação na divulgação do projeto da Fundação Rockefeller no Brasil. A partir de testamento, relatos orais, tese de doutoramento e notícias de jornais, é possível compreender as especificidades da turma de 1913 do Curso de Aplicação do Instituto Oswaldo Cruz e como seus estudantes estiveram articulados em ações relativas ao projeto de saúde internacional. O texto evidencia que a defesa dos acordos com a Fundação Rockefeller podia causar controvérsias, negociações e concessões em estados onde ela ainda não havia penetrado, como ocorreu em Pernambuco.

Abstract The article analyzes the education and training of the physician Antônio Luis Cavalcanti de Albuquerque de Barros Barreto, who studied at both the Rio de Janeiro Faculty of Medicine and Oswaldo Cruz Institute and who promoted the Rockefeller Foundation's project in Brazil. An examination of a will, oral accounts, Barros Barreto's medical thesis, and newspaper reports reveals characteristics of the class of 1913 at the Oswaldo Cruz Institute Specialization Program and shows how these students engaged in the foundation's international health initiatives. The text demonstrates how the idea of partnering with the foundation fueled controversies, impelled negotiations, and led to concessions in states where the foundation had yet to establish its presence, as in Pernambuco.

The impact of the Cabanis reform on medical education in Brazil: an assessment of neo-Foucauldian archeology. / Impacto da Reforma Cabanis no ensino médico do Brasil: ensaio de arqueologia neofoucaultiana.

This text assesses the impact of the Cabanis reform on the formation of the health training model which became hegemonic in Brazil. First, we shall briefly discuss the process of constructing the social, ideological, and institutional framework for healthcare in post-revolutionary France. Next the main elements of the Cabanis reform are introduced, analyzing curricular and pedagogical aspects of the new plan for medical education based on professionalism, disciplines, and expertise that resulted in a system of higher education without universities. This is followed by assessment of the historical process which resulted in the "Francization" of the Brazilian educational system, particularly in higher education and more specifically medical education, producing a model of health training based on colleges, hospitals, classrooms, disciplines, skills, and diplomas.

O ensaio avalia o impacto da Reforma Cabanis na configuração do modelo de formação em saúde que se tornou hegemônico no Brasil. Primeiro, discute o processo de construção social, ideológica e institucional do modelo de assistência à saúde da França pós-revolucionária. Em seguida, introduz os principais elementos da Reforma Cabanis, analisando aspectos curriculares e pedagógicos da nova proposta de ensino médico baseado em profissionalismo, disciplinaridade e especialização que resultou num sistema de ensino superior sem universidades. Depois avalia o processo histórico que resultou no "afrancesamento" do sistema educacional brasileiro, resultando num modelo de formação em saúde baseado em faculdades, hospitais, aulas, disciplinas, especialidades e diplomas.

[The medical major of health management in Universidad Nacional Mayor de San Marcos: 30 years training managers for the health sector]. / La especialidad medica de gestión en salud en la Universidad Nacional Mayor de San Marcos: 30 años formando gestores para el sector salud.

A historical account of the 30 years of the medical major of Health Management at Universidad Nacional Mayor de San Marcos is presented. The major was created in 1988 as Comprehensive General Medicine in response to the shortage of management specialists. The name of the major remained until 1994, when it changed to Integral Medicine and Health Management to emphasize its managerial orientation. In 2002, the curricular plan was modified considering the importance of having an exclusive medical specialization in management for the health sector. The specialty is a pioneer in a gradual education in three levels: micro-management, meso-management, and macro-management. The new curricular plan allowed residents the possibility to access better rotations at public and private institutions. Since 2007, the major is labeled Health Management, and its specialists maintain their solid training that enables them to perform in the decision-making, management, administration, and operation processes of the health systems. The vision of the creators of this major is current to this day; Health Management specialists work in the different institutions of the health system, contributing their knowledge and skills, and generating an impact on the health of the Peruvian population.

Se presenta un recuento histórico de los 30 años de la especialidad médica de Gestión en Salud en la Universidad Nacional Mayor de San Marcos. La especialidad fue creada en 1988 como Medicina General Integral en respuesta a la escasez de médicos especialistas en gestión. El nombre de la especialidad se mantuvo hasta 1994, cuando cambia a Medicina Integral y Gestión en Salud para enfatizar su orientación gerencial. En 2002, se modifica el plan curricular considerando la importancia de tener una especialización médica exclusiva de gestión para el sector salud. La especialidad es pionera en una formación gradual en tres niveles: microgestión, mesogestión y macrogestión. El nuevo plan curricular permitió a los residentes la posibilidad de mejores rotaciones en instituciones públicas y privadas. A partir del 2007, la especialidad es denominada Gestión en Salud, cuyos médicos especialistas mantienen su sólida formación para desempeñarse en los procesos de decisión, conducción, dirección y operatividad de los sistemas de salud. La visión de los creadores de la especialidad se encuentra vigente, los especialistas de Gestión en Salud se desempeñan en las diferentes instituciones del sistema de salud, aportando sus conocimientos y habilidades, y generando un impacto en la salud de la población peruana.

La especialidad médica de gestión en salud en la Universidad Nacional Mayor de San Marcos: 30 años formando gestores para el sector salud / The medical major of health management in Universidad Nacional Mayor de San Marcos: 30 years training managers for the health sector

Se presenta un recuento histórico de los 30 años de la especialidad médica de Gestión en Salud en la Universidad Nacional Mayor de San Marcos. La especialidad fue creada en 1988 como Medicina General Integral en respuesta a la escasez de médicos especialistas en gestión. El nombre de la especialidad se mantuvo hasta 1994, cuando cambia a Medicina Integral y Gestión en Salud para enfatizar su orientación gerencial. En 2002, se modifica el plan curricular considerando la importancia de tener una especialización médica exclusiva de gestión para el sector salud. La especialidad es pionera en una formación gradual en tres niveles: microgestión, mesogestión y macrogestión. El nuevo plan curricular permitió a los residentes la posibilidad de mejores rotaciones en instituciones públicas y privadas. A partir del 2007, la especialidad es denominada Gestión en Salud, cuyos médicos especialistas mantienen su sólida formación para desempeñarse en los procesos de decisión, conducción, dirección y operatividad de los sistemas de salud. La visión de los creadores de la especialidad se encuentra vigente, los especialistas de Gestión en Salud se desempeñan en las diferentes instituciones del sistema de salud, aportando sus conocimientos y habilidades, y generando un impacto en la salud de la población peruana.

A historical account of the 30 years of the medical major of Health Management at Universidad Nacional Mayor de San Marcos is presented. The major was created in 1988 as Comprehensive General Medicine in response to the shortage of management specialists. The name of the major remained until 1994, when it changed to Integral Medicine and Health Management to emphasize its managerial orientation. In 2002, the curricular plan was modified considering the importance of having an exclusive medical specialization in management for the health sector. The specialty is a pioneer in a gradual education in three levels: micro-management, meso-management, and macro-management. The new curricular plan allowed residents the possibility to access better rotations at public and private institutions. Since 2007, the major is labeled Health Management, and its specialists maintain their solid training that enables them to perform in the decision-making, management, administration, and operation processes of the health systems. The vision of the creators of this major is current to this day; Health Management specialists work in the different institutions of the health system, contributing their knowledge and skills, and generating an impact on the health of the Peruvian population.

Juan Nicolás Dávalos Betancourt y su influencia en la formación en investigación microbiológica / Juan Nicolas Davalos Betancourt and his influence on microbiologic research training

Matanzas a finales siglo XIX, fue cuna de grandes personalidades de la medicina. En coincidencia con el desarrollo económico y cultural. En Sabanilla del Encomendador nació Juan Nicolás Dávalos Betancourt. Estudió medicina en la Habana y en España, preparándose en Francia sobre aspectos relacionados con la microbiología y las técnicas de la misma. A su regreso se consagró a aplicar lo aprendido en el laboratorio y la investigación en general. Objetivo: reseñar su vida y obra como una de las grandes figuras de la medicina y la microbiología en Cuba y desarrollar apuntes sobre su influencia en la formación de médicos investigadores en microbiología. Desarrollo: fue un destacado bacteriólogo cubano. Se recogen datos de su vida y obra como precursor de la bacteriología en Cuba y que dignificó la práctica médica en el laboratorio, así como sus aportes e influencia en la formación en microbiología e investigación. Se reconoce su influencia en la formación de investigadores con elementos a destacar en la formación de discípulos, la impronta sobre los investigadores de su grupo, su época y épocas posteriores en relación al trabajo en equipo, la comunicación de resultados en publicaciones y el entorno académico, así como el desarrollo de investigaciones por encargo. Conclusiones: Se dedicó a la investigación científico microbiológica, orientada a los problemas de salud del momento. Sus investigaciones fueron del laboratorio al terreno y del diagnóstico a la terapéutica con elementos claros de influencia educativa... (AU)

A propósito del medio siglo de docencia médica superior revolucionaria en la provincia de Matanzas / On the purpose of half a century of high medical teaching in the province of Matanzas

Rememorar medio siglo de rica historia de la docencia médica matancera nos conduce inexorablemente a la génesis de las condiciones socioeconómicas y políticas que marcaron el surgimiento de la Revolución Cubana, las cuales motivaron y conllevaron al surgimiento de la formación médica revolucionaria, su impronta, su ética signada por la equidad y justicia, el humanismo, la solidaridad y el internacionalismo, su nuevo modelo de formación, sus predios, sus escenarios, sus profesores y estudiantes, así como el impacto social que conllevó tan trascendental hecho para la historia de la Salud Pública en nuestro país y en particular, para nuestra provincia, la cual ha trascendido en el contexto internacional. Iniciemos un breve recorrido por la historia, a propósito de los fructíferos 50 años de docencia médica superior revolucionaria en la provincia de Matanzas. Sirva, pues, este modesto empeño, para reconocer a todos los que han participado en tan noble y grandiosa obra...(AU)

Summoning up half a century of the rich history of Matanzasan high medical education inexorably leads to the genesis of socio-economical and political conditions characterizing the beginning of the Cuban revolution; they motivated and led to the emergence of the revolutionary medical training, its imprint, its ethics signed by equity and justice, solidarity and internationalism, its new training model, its settings, its professionals and students; the social impact of that transcendental fact for the history of Public Health in our country and specially in our province is very important, and extends to the international context. Then, let's begging a short journey through the history on the purpose of these 50 years of high revolutionary medical teaching in the province of Matanzas, serving also as a recognition for all the people that has took part in this virtuous and outstanding task...(AU)