[Beginning of the teaching of Physiology in Chile]. / Inicio de la enseñanza de la Fisiología en Chile.

This work intends to present the beginning and early development of physiological studies in Chile. Physiology, as a scientific discipline, began to be taught from the moment the School of Medicine was founded in 1833, closely associated with anatomy and hygiene. The three disciplines were taught by the same professor. His first professor was the outstanding Chilean anatomist Pedro Morán, who was continued by the outstanding professors Dr. Julio Francisco Lafargue and Dr. Vicente Padín del Valle. In a second period (1868-1901), the teaching of physiology was severely weakened, as it was taught by various clinicians who did not know this discipline in depth. After this initial period (1833-1900), which we could call the theoretical stage, the so-called experimental physiology was born, which, through classes with experimental demonstrations and then practical work, tried to bring the student closer to the reality of the physiological phenomenon.

Contextualizing Instructional Technology to the Demands of Nursing Education.

This article reviews current technologies in nursing education and the impact of technology on learning. The integration of technology into nursing curricula is thought to improve efficiency and enhance student experiences through active learning and interactive learning designs. The following focused questions are explored: (1) What are the current technologies used by university students and faculty in nursing programs? (2) How does that technology influence student learning? The primary themes were student-centered technology, with five subthemes, and faculty-centered technology. Consumers of healthcare (patients) demand quality care and expect highly skilled, compassionate, ethical practitioners; to this end, training and education of future nurses by skilled, qualified nurse educators who are comfortable with technological demands of all aspects of healthcare are fundamental. While it is essential that nurses and nurse educators continue to publish as a mechanism for open discussion and transparency in our teaching and learning approaches, we need higher levels of evidence to strengthen the argument that technology improves the learning environment and student outcomes and has a positive impact on clinical settings and patient care.

Pimping: a tradition of gendered disempowerment.

The use of pimping as a method of teaching is widespread in the clinical phase of medical education. In this paper we consider pimping's colloquial meanings and discuss how it was introduced into the language of medical education. We posit that such language reflects persistent gendered hierarchies in medicine, and we evaluate pimping's pedagogical value. Finally, we call for an end to the term and the practice, and for a renewed emphasis on pedagogy in medical education.

The history of anatomy teaching in Lyon University: in the footsteps of Rabelais, Petit, Lisfranc, Testut and Latarjet, and many others.

Anatomy and Lyon have a very long history together since the first hospital in France was set up on the banks of the Saône River in the fourteenth century. The Lyon school of Anatomy was originally in the Hôtel-Dieu, which later housed the "secondary" (1821) then "preparatory" (1841) schools. Only in 1877 was the Medicine and Pharmacy Faculty set up. The development of anatomy teaching followed the rise of printing in the fifteenth century. The rise of surgery was founded on knowledge of anatomy and the ability to teach it. Before the days of anesthesia, surgery required perfect anatomical skills, to keep operative time to a minimum. Correlation with anatomy accompanied the introduction of radiology and later of medical imaging in general; the science of Anatomy is nowadays enriched by robotics and information technology.

The teaching of anatomy in Montpellier University during VIII centuries (1220-2020).

Since 1220 in Montpellier the human cadaver dissection had been used for the teaching of anatomy. In the first time the anatomy was based on animal knowledge. Vesalius student in Montpellier then in Italy, written the first book on human anatomy. Among teachers some of them made discoveries such as Pecquet on cisterna chyli, Vieussens on brain and hearth. Wax anatomy was used for teaching and Laumonier and B. Delmas presented some very nice pieces. Progressively a lot of anatomical preparations were exposed in a conservatory with 2330 human cadavers' dissections obtained during a lot of examinations. Anatomy and pathology were developed by Delpech about growing of bones with laws. In 1953 two anatomist surgeons, Rapp and Couinaud, described the segmentation of the liver with using techniques of corrosion. In the conservatory 250 corrosions of the livers are exposed, this is certainly the most numerous in the world and it represents a huge basis for surgery and liver transplantation. Since 1900 the teaching of anatomy continued with blackboard lectures and Human cadavers dissections. Therefore, a new approach of anatomy with computer is going to be used in the future.

Cocreating guide dog partnerships: dog training and interdependence in 1930s America.

This article scrutinises issues around disability and dependent (interdependent) agency, extending these to non-human animals and service dogs, with a sustained reference to the training of guide dogs. It does this through a detailed engagement with the training methodology and philosophy of The Seeing Eye guide dog school in the 1930s, exploring the physical, bodily and instrumental means through which the guide dog partnership, and the identity of the instructor, the guide dog and the guide dog owner, jointly came into being. The novelty of the article lies in how it reconsiders what interdependence meant and means from the perspectives drawing from historical and sociological literature on dog training. In doing so it opens up new ways of thinking about service animals that recognise their historical contingency and the complex processes at work in the creation and development of interdependent agency.

In memory of Thomas Turpin Bannister (1930-2018).

Tom Bannister (1930-2018) was an extraordinary person and a remarkably productive scientist. He began his career studying the basics of photochemistry, biophysics, and biology of photosynthetic pigments and later moved on to primary production of algae. His publications on modeling of primary production rates in aquatic systems are among the most widely cited in the field of phytoplankton ecology. His scientific enthusiasm was contagious, and his knowledge of photosynthesis and phytoplankton ecology enabled him to wisely mentor an impressive group of graduate students. He encouraged his students to strike out on their own but was always supportive and caring. Tom had a great love of life and nature, and he had a wonderful sense of humor. His students and those with whom he interacted remember him with great fondness. We have included here remembrances from some of us as well as from Rich Dempsey; Michael (Mike) Johnson; Stephen Lien; Janet Pelley; Bruce Selman; and Rudy Slovacek.

Lectures on Inhumanity: Teaching Medical Ethics in German Medical Schools Under Nazism.

Nazi medicine and its atrocities have been explored in depth over the past few decades, but scholars have started to examine medical ethics under Nazism only in recent years. Given the medical crimes and immoral conduct of physicians during the Third Reich, it is often assumed that Nazi medical authorities spurned ethics. However, in 1939, Germany introduced mandatory lectures on ethics as part of the medical curriculum. Course catalogs and archival sources show that lectures on ethics were an integral part of the medical curriculum in Germany between 1939 and 1945. Nazi officials established lecturer positions for the new subject area, named Medical Law and Professional Studies, at every medical school. The appointed lecturers were mostly early members of the Nazi Party and imparted Nazi political and moral values in their teaching. These values included the unequal worth of human beings, the moral imperative of preserving a pure Aryan people, the authoritarian role of the physician, the individual's obligation to stay healthy, and the priority of public health over individual-patient care. This article shows that there existed not only a Nazi version of medical ethics but also a systematic teaching of such ethics to students in Nazi Germany. The findings illustrate that, from a historical point of view, the notion of "eternal values" that are inherent to the medical profession is questionable. Rather, the prevailing medical ethos can be strongly determined by politics and the zeitgeist and therefore has to be repeatedly negotiated.

Teaching and learning in the millennial age.

Medical education has changed and evolved over the years and has been greatly influenced by advances in technology. While the learners have also changed and the information and skills to be learned and acquired have exponentially increased, the ultimate purpose of medical education has not changed. Our focus is and has always been to improve patient care. This minisymposium highlights selected specific topics that have the potential to enhance our ability to teach and pass along essential ideas and concepts to modern learners, thus improving the health and wellbeing of patients now and in the future.

My Path to Bioethics.

In this series of essays, The Road Less Traveled, noted bioethicists share their stories and the personal experiences that prompted them to pursue the field. These memoirs are less professional chronologies and more descriptions of the seminal touchstone events and turning points that led-often unexpectedly-to their career path.

[The development of genetics teaching in China in the last four decades and its future prospect].

Chinese genetics educators have carried out a comprehensive and systematic exploration and reform since 1978. With the guidance and help of the Genetics Society of China, they have made significant strides in the fields of genetics teaching system, publication of genetics textbooks, content of genetics teaching, workshop on genetics teaching, experimental teaching, application of advanced techniques, etc. These efforts have made remarkable achievements and promoted the vitality of genetics. The comprehensive development of education and teaching has trained a large number of excellent genetic talents for the development of China's economy and society. Here, we sum up the overall achievements of the teaching reform and propose some suggestions on the future development of genetics teaching in China, hoping that the quality of genetics teaching in China will take a new step in the new era.

Jalal A. Aliyev (1928-2016): a great scientist, a great teacher and a great human being.

Jalal A. Aliyev was a distinguished and respected plant biologist of our time, a great teacher, and great human being. He was a pioneer of photosynthesis research in Azerbaijan. Almost up to the end of his life, he was deeply engaged in research. His work on the productivity of wheat, and biochemistry, genetics and molecular biology of gram (chick pea) are some of his important legacies. He left us on February 1, 2016, but many around the world remember him as he was engaged in international dialog on solving global issues, and in supporting international conferences on ''Photosynthesis Research for Sustainability" in 2011 and 2013.

On education and pedagogic development at NHV.

The role and development of the Nordic School of Public Health (NHV) during its 60 year existence with special emphasis on the pedagogical basis (Scandinavian pedagogy) of courses, the student population, cross-borders incorporation of staff and professional and institution identity-creation through storytelling.

Epidemiology and statistics at the Nordic School of Public Health: Teaching and research 1979-2014.

The Nordic School of Public Health (NHV) was jointly founded in 1953 by the Nordic countries. Until 1979, the school provided ad hoc courses on public health topics, using external teachers drawn mainly from the Nordic countries. At the time, the permanent staff of the school was small. In 1979, it began a Master's degree programme and a few academic positions were established and filled, to support these courses. The programme included four main areas: Epidemiology, Social Medicine, Environmental Health and Health Services Administration. Epidemiology was compulsory in all Master of Public Health (MPH) exams, but there were a handful of optional courses that could be substituted for the other subjects.This paper tells the story of Epidemiology at NHV from about 1980, up until closure of the school in 2014. The original MPH model ran until 1995. Nursing Science entered NHV from about 1985 and worked mainly with qualitative research that often focused on individual patients. The new methods attracted nurses, midwives, psychologists and other groups that previously had been less represented in NHV. Being quantitative and population oriented, Epidemiology lost its unique position as a mandatory subject for the MPH examination. In addition the 'New Public Health' proposed by the World Health Organisation (WHO) that advocated health promotion and the philosophy of salutogenesis became a challenge for the programme in epidemiology: pathogenesis no longer was of primary interest. From 1995, the MPH format changed repeatedly and a DrPH programme was begun. For the last 8 years of its existence, NHV offered a reasonably comprehensive, basic course in Epidemiology.Throughout the years, epidemiology training and research at NHV were very traditional. In being a relatively free institution in terms of academic choices, NHV should have contributed to the development and innovation of epidemiology in public health. For several reasons, this did not happen.

Reform in teaching preclinical pathophysiology.

Pathophysiology is a scientific discipline that studies the onset and progression of pathological conditions and diseases, and pathophysiology is one of the core courses in most preclinical medical curricula. In China, most medical schools house a Department of Pathophysiology, in contrast to medical schools in many developed countries. The staff in Chinese Departments of Pathophysiology generally consists of full-time instructors or lecturers who teach medical students. These lecturers are sometimes lacking in clinic knowledge and experiences. To overcome this, in recent years, we have been trying to bring new trends in teaching pathophysiology into our curriculum. Our purpose in writing this article was to share our experiences with our colleagues and peers worldwide in the hope that the insights we have gained in pathophysiology teaching will be of some value to educators who advocate teaching reform in medical schools.

A physiologist's view of homeostasis.

Homeostasis is a core concept necessary for understanding the many regulatory mechanisms in physiology. Claude Bernard originally proposed the concept of the constancy of the "milieu interieur," but his discussion was rather abstract. Walter Cannon introduced the term "homeostasis" and expanded Bernard's notion of "constancy" of the internal environment in an explicit and concrete way. In the 1960s, homeostatic regulatory mechanisms in physiology began to be described as discrete processes following the application of engineering control system analysis to physiological systems. Unfortunately, many undergraduate texts continue to highlight abstract aspects of the concept rather than emphasizing a general model that can be specifically and comprehensively applied to all homeostatic mechanisms. As a result, students and instructors alike often fail to develop a clear, concise model with which to think about such systems. In this article, we present a standard model for homeostatic mechanisms to be used at the undergraduate level. We discuss common sources of confusion ("sticky points") that arise from inconsistencies in vocabulary and illustrations found in popular undergraduate texts. Finally, we propose a simplified model and vocabulary set for helping undergraduate students build effective mental models of homeostatic regulation in physiological systems.