RESUMEN
Dr. Vicente Izquierdo San Fuentes was the first professor of Histology at the Faculty of Medicine of the University of Chile. In that Chair, cell theory strongly radiated to new generations of health students. However, the conditions for the creation of the discipline of General or Cell Biology were not yet ripe. Almost three decades later, Dr. Juan Noé Crevani was hired in Italy to lead Medical Zoology in 1912. From the heterogeneous discipline of Medical Zoology, Dr. Noé managed to create in 1926 the new chairs of General Biology, Embryology-Comparative Anatomy and Parasitology. His vision of biology as an essentially dynamic and experimental science, contributed to modernize and encourage the development of different areas of biology in Chile. Retaining their full independence, these chairs met in 1931, in a new organization called the Juan Noé Institute of Biology, which lasted until the university reform of 1968. Afterwards, the departments of Biology and Genetics, Parasitology, Human Anatomy and Histology were created. In 1998, a new reorganization of the Faculty of Medicine of the University of Chile began, creating the so-called Institute of Biomedical Sciences (ICBM) that houses several disciplinary programs that replaced the old departments.
Asunto(s)
Docentes , Medicina , Academias e Institutos , Chile , Historia del Siglo XX , Humanos , Universidades/historiaRESUMEN
Dr. Vicente Izquierdo San Fuentes was the first professor of Histology at the Faculty of Medicine of the University of Chile. In that Chair, cell theory strongly radiated to new generations of health students. However, the conditions for the creation of the discipline of General or Cell Biology were not yet ripe. Almost three decades later, Dr. Juan Noé Crevani was hired in Italy to lead Medical Zoology in 1912. From the heterogeneous discipline of Medical Zoology, Dr. Noé managed to create in 1926 the new chairs of General Biology, Embryology-Comparative Anatomy and Parasitology. His vision of biology as an essentially dynamic and experimental science, contributed to modernize and encourage the development of different areas of biology in Chile. Retaining their full independence, these chairs met in 1931, in a new organization called the Juan Noé Institute of Biology, which lasted until the university reform of 1968. Afterwards, the departments of Biology and Genetics, Parasitology, Human Anatomy and Histology were created. In 1998, a new reorganization of the Faculty of Medicine of the University of Chile began, creating the so-called Institute of Biomedical Sciences (ICBM) that houses several disciplinary programs that replaced the old departments.
Asunto(s)
Humanos , Historia del Siglo XX , Docentes , Medicina , Universidades/historia , Chile , Academias e InstitutosRESUMEN
Vicente Izquierdo Sanfuentes was a leading physician, researcher and academic of the School of Medicine of the University of Chile in the period 1881-1912. Dr. Izquierdo began his medical training at the Faculty of Medicine of the University of Chile (1872-1875) and then received a scholarship to continue his studies with the prominent researchers Wilhelm Hiss (1875-1877) at the University of Leipzig and Wilhelm Waldeyer at the University of Strasbourg (1877-1879) in Germany. After returning to Chile, he was appointed first professor of Histology (1881), initiating the first course of this subject in 1883. His main academic achievements and his foundational role in the origin and development of biology in Chile stand out in his work.
Asunto(s)
Células , ChileRESUMEN
Multiple interprofessional integrated modules (MIIM) 1 and 2 are two required, cross-curricular courses developed by a team of health professions faculty, as well as experts in education, within the Faculty of Medicine of the University of Chile. MIIM 1 focused on virtual cases requiring team decision-making in real time. MIIM 2 focused on a team-based community project. The evaluation of MIIM included student, teacher, and coordinator perspectives. To explore the perceptions of this interprofessional experience quantitative data in the form of standardised course evaluations regarding teaching methodology, interpersonal relations and the course organisation and logistics were gathered. In addition, qualitative perceptions were collected from student focus groups and meetings with tutors and coordinators. Between 2010 and 2014, 881 students enrolled in MIIM. Their evaluation scores rated interpersonal relations most highly, followed by organisation and logistics, and then teaching methodology. A key result was the learning related to interprofessional team work by the teaching coordinators, as well as the participating faculty. The strengths of this experience included student integration and construction of new knowledge, skill development in making decisions, and collective self-learning. Challenges included additional time management and tutors' role. This work requires valuation of an alternative way of learning, which is critical for the performance of future health professionals.
