Antropología Física en función de las ciencias médicas: una necesidad de estos tiempos / Physical anthropology for medical sciences: a need in current times

Introducción: El sistema de conocimientos de Antropología Física responde a especialidades médicas como la Anatomía Humana y la Medicina Legal. En Cuba estas especialidades médicas no cuentan con la profundidad y superación profesional adecuada que permita el uso práctico de estos conocimientos. Objetivo: Caracterizar el entrenamiento de posgrado "Osteología y Odontología en función de la identificación humana", realizado en la Universidad de Ciencias Médicas de Matanzas entre enero y marzo de 2020. Métodos: Estudio observacional, descriptivo y de corte transversal. La población estuvo compuesta por 25 cursistas, especialistas en Medicina Legal y Anatomía Humana. Se consideraron variables como programa de estudio, categoría docente de los participantes, satisfacción con su desarrollo y resultados de la promoción docente. Para las indagaciones empíricas se aplicó la técnica de PNI como parte de la valoración general del curso. Resultados: El curso se impartió durante 56 horas en 7 semanas. Como parte de sus logros se realizó la clasificación y caracterización antropológica de una parte de la osamenta de la Osteoteca de la Universidad de Ciencias Médicas de Matanzas, así como la ampliación de esta mediante una sección de Antropología Física que incorporó seis cadáveres completos caracterizados antropológicamente. Conclusiones: Este entrenamiento permitió adiestrar y actualizar a los cursistas sobre la identificación humana, a partir del estudio de los restos óseos referentes a la expresión cualitativa y cuantitativa de los caracteres morfológicos, que responden a las necesidades de la práctica docente en anatomía y la asistencia médico legal(AU)

Introduction: The knowledge system of Physical Anthropology responds to medical specialties such as Human Anatomy and Legal Medicine. In Cuba, these medical specialties do not have adequate depth and professional improvement that allows the practical use of this knowledge. Objective: To characterize the training about osteology and dental medicine in view of human identification, carried out at the University of Medical Sciences of Matanzas between January and March 2020. Methods: Observational, descriptive and cross-sectional study. The population consisted of 25 trainees, specialists in Legal Medicine and Human Anatomy. Some variables were considered, such as study program, teaching category of the participants, satisfaction with their development and results of teaching promotion. For the empirical inquiries, the positive-negative-interesting technique was applied as part of the general assessment of the course. Results: The course lasted 56 hours distributed in seven weeks. As part of its achievements, the anthropological classification and characterization of a part of the materials from the bone collection of the University of Medical Sciences of Matanzas was carried out, as well as its expansion through a physical anthropology section that incorporated six complete corpses anthropologically characterized. Conclusions: This training allowed to train and update the students on human identification, based on the study of bone remains referring to the qualitative and quantitative expression of morphological characters, which respond to the needs of teaching practice in Anatomy, as well as in legal-medical assistance(AU)

A challenge based learning experience in forensic medicine.

Learning about forensic sciences is a crucial part of the formation of professionals working in medicine and health areas; this includes a range of coverage from legal-medical cases to forensic autopsies. However, knowledge of forensics by medical students is limited, because the teaching focus has been on the fundamentals of procedures in this field. To develop the necessary skills, specific support, and targeted learning tasks should be designed to enable the integration of interdisciplinary work in processes, infrastructure, and equipment used in a high-quality-forensic investigation. The innovative educational experience of the Crime Scene Investigation CSI Lab was a week-long activity using the pedagogical strategy of Challenge-Based Learning. It addresses the problem that students need training in an authentic setting. The intervention, in September 2017, included 33 students from different disciplines such as medicine, law, and marketing. They participated in various learning settings in multidisciplinary teams and were challenged by experts from the State Institute for Forensic Sciences to analyze specific processes. The outcomes of the CSI Lab implementations provided evidence of how the students benefited from the experience. The results showed that 80% of the teams had an excellent approach to the solution, justification of the proposal and feasibility assessment. However, only 60% achieved a solution that met the requirements. The educational process was assessed by their perceptions of the educational strategy of the CSI Lab experience. The results indicated that 88.9% of the students believed that the experience broadened their perspectives on forensic sciences. 73.1% thought that the design of the activities, visits, and plenaries added value to their academic training, and 88.9% found it to be interesting. Regarding whether or not the activities helped the participants to understand and perform a legal-medicine investigation, 92.6% believed that it did help them recognize and understand the interventional areas and processes necessary for the investigation. CONCLUSION: Students demonstrated high acceptance of the context-rich design of the practical activities and educational experiences that were grounded in active learning. The effect on curriculum design is that the interactions and interdisciplinarity of the programs must be assessed, as these experiences could motivate them to engage in solving the social challenges of the 21st century.

Valoración preoperatoria: función anestésica / Preoperative assessment: anesthetic function

Resumen:La valoración preoperatoria en nuestro país se ha convertido en la obtención de un visto bueno para una cirugía.La preparación de un paciente para cirugía requiere la comprensión del estado del paciente, la cirugía y los riesgos y alteraciones fisiológicas de cada técnica anestésica. Los pacientes sin valoración preoperatoria por un anestesiólogo tienen hasta siete veces mayor mortalidad, es por lo tanto pertinente que la valoración preoperatoria sea realizada por especialistas en esta área con conocimiento sobre las metas de la optimización perioperatoria de las comorbilidades y la disminución del riesgo quirúrgico.

Abstract:In our country the pre-surgery evaluation has become limited to an approval to perform it. Preparing a patient for surgery requires the understanding of its medical condition, surgery's risks, and the physiological alterations of each anesthetics procedure. Patients without a pre-surgery evaluation by an anesthesiologist have seven times higher risk of death; it is pertinent that this evaluation be performed by specialists with knowledge on the perioperative optimization goals, on comorbidities, and decrease of the surgical risks.

[Forensic medical examinations and teaching: disagreements and discussions within the Brazilian Society of Neurology, Psychiatry, and Forensic Medicine]. / A perícia médico-legal e o ensino: dissidências e discussões na Sociedade Brasileira de Neurologia, Psiquiatria e Medicina Legal.

In order to observe the influence wielded by forensic medicine in the development of the field of psychiatry in Brazil, this research note analyzes the debates that took place from May to July 1918 within the Brazilian Society of Neurology, Psychiatry, and Forensic Medicine over the use of forensic medical examinations as course material in the study of Public Medicine at the Rio de Janeiro School of Medicine. The focus is on how the controversy unfolded within the Society and how this scientific organization influenced the institution of the theoretical and practical training of medical experts.

O ensino da medicina legal na formação profissional da carreira jurídica / The teaching of forensic medicine in the training of the legal profession

A introdução do ensino médico-legal nos currículos de Direito, já assegura longa data e teve sua proposta relatada por Rui Barbosa e aprovada na Câmara dos Deputados, após o que o Governo brasileiro determinou a criação da cátedra de Medicina Legal nas Faculdades de Direito do país a partir de 1891. Ao longo de muitos anos foi disciplina obrigatória nos cursos de Direito transparecendo a importância da matéria na formação dos profissionais, mormente aqueles que militam na esfera criminal, mas também aplicável a, praticamente, todas as especialidades da área jurídica. A despeito da evolução das ciências forenses, que introduziram no século XXI novos horizontes da sua aplicação no contexto jurídico, ressalto ainda a própria cobrança da matéria nos concursos, para aqueles que almejam a carreira Policial. No entanto, independente da indiscutível importância da matéria, na formação acadêmica do profissional de direito, o Ministério da Educação decidiu estabelecer a Medicina Legal como disciplina optativa nos cursos de Direito. Essa medida veio ao de encontro dos interesses sociais, pois a sociedade, na busca de seus direitos, requer profissionais bem formados, com conhecimento compatível com a evolução científica. Ensinar Medicina Legal é uma árdua tarefa, pois há necessidade de valorizar mais a atividade docente e proporcionar meios para que esse ensino seja amplamente desenvolvido na formação da carreira jurídica. No presente trabalho são expostas as argumentações técnicas e pedagógicas para a manutenção de disciplina como obrigatória nos Cursos de graduação em Direito, visando, com isso, uma formação acadêmica mais completa, que corresponda a sua importante aplicação nas diversas áreas do Direito, bem como sua implantação como disciplina obrigatória nos exames de ordem da OAB.

The introduction of legal medicine teaching in the curricula of Law dates back a long time and had its proposal reported by Rui Barbosa and approved at the House of Representatives, after the Brazilian government determined the creation of the Cátedra of Forensic Medicine in the Law School from 1891.Throughout the years it was compulsory in Law course showing the importance of the subject in the formation of professionals, mainly those who work in the criminal sphere, but also applicable to all the specialties in the legal area. Regarding the evolution of the forensics science, that introduced in the XXI century new horizons in its implementation within the legal context, I would like to emphasize the importance of the subject in public contests, for those who aim the police career. However, regardless the relevance of the subject, in the academic formation of the Professional in Law, the Education Ministry decided to establish the Legal Medicine as an optional subject in Law courses. This measure has been against the social interests, since society, in search for their rights, demands well trained professionals, with knowledge compatible to the scientific evolution. Teaching legal medicine today is a hard task, since there`s more need in focusing on the teaching activity and providing means so that this teaching can be widely developed in the formation of the legal career. In this paper the technical and pedagogical arguments are shown to keep the subject as compulsory in the undergraduate course of law, and thus aiming at a more complete academic formation, portraying its important application in different areas of Law, as well as its implementation as a compulsory subject in the bar exams of OAB.

Introduction to veterinary and comparative forensic medicine

Introduction to veterinary and comparative forensic medicine is ground-breaking book in an emerging new spciality. It reflects the increasing demand for expert opinion by veterinarians and others in courts of law and elsewhere on such matters as: wildlife conservation, welfare of, and alleged cruelty to, animals, insurance, certification and malpractice, the indentification of live and dead species or their derivatives. It also discusses and analyses current concern over possible links between domestic violence and abuse of animals. Throughout the book the emphasis is on the need for a systematic and thorough approach to forensic work. A particular feature is practical advice, with protocols on dealing with common problems, together with case studies, various appendices and an extensive bibliography. A vital reference for members of the veterinary profession, lawyers, enforcement bodies and welfare and conservation organisations. The comparative aspects provide an important source of information for those working in human forensic medicine and the biological sciences (AU)

[Training and research in forensic medicine: present situation and future challenges for medical schools in Chile]. / Docencia e investigación en Medicina Legal: situación actual y desafíos para las Facultades de Medicina de Chile.

BACKGROUND: Lawyers need some medical knowledge and physicians must know about forensics. AIM: To explore training and research programs in forensic medicine in Chilean universities. MATERIAL AND METHODS: Deans of all Medicine Faculties in Chile were contacted by e-mail and invited to answer a questionnaire containing 21 questions. A survey of Chilean publications on forensic medicine was performed in Medline, Lilacs and SciELO databases. RESULTS: Fourteen deans answered the questionnaire. In all the responding faculties, forensic medicine is an obligatory course, generally during the fifth year and mostly combining theory with practice. In seven faculties, forensic medicine concepts are included in other courses. Forensics is taught in only two of 10 dental schools, two of 17 nursing schools, one of nine midwives schools and one of nine medical technology schools. It is not taught in phonoaudiology, kinesiology and nutrition schools. There are 74 physicians that teach the specialty but only 10 are certified by the National Board of Medical Specialty Certification (CONACEM). Treatment of most topics on forensics is insufficient. Thanatology is the strongest topic and forensic dentistry is the weakest. There are 52 publications in the area, mostly on "medical law". CONCLUSIONS: Forensic medicine is taught in medical schools mostly as thanatology. The knowledge of forensics among medical students is limited and must be improved.

Docencia e investigación en Medicina Legal: Situación actual y desafíos para las Facultades de Medicina de Chile / Training and research in Forensic Medicine: Present situation and future challenges

Background:Lawyers need some medical knowledge and physicians must know about forensics. Aim: To explore training and research programs in forensic medicine in Chilean universities. Material and methods: Deans of all Medicine Faculties in Chile were contacted by e-mail and invited to answer a questionnaire containing 21 questions. A survey of Chilean publications on forensic medicine was performed in Medline, Lilacs and SciELO databases. Results: Fourteen deans answered the questionnaire. In all the responding faculties, forensic medicine is an obligatory course, generally during the fifth year and mostly combining theory with practice. In seven faculties, forensic medicine concepts are included in other courses. Forensics is taught in only two of 10 dental schools, two of 17 nursing schools, one of nine midwives schools and one of nine medical technology schools. It is not taught in phonoaudiology, kinesiology and nutrition schools. There are 74 physicians that teach the specialty but only 10 are certified by the National Board of Medical Specialty Certification (CONACEM). Treatment of most topics on forensics is insufficient. Thanatology is the strongest topic and forensic dentistry is the weakest. There are 52 publications in the area, mostly on "medical law". Conclusions: Forensic medicine is taught in medical schools mostly as thanatology. The knowledge of forensics among medical students is limited and must be improved.

Rediseño curricular de la asignatura de medicina legal / Curriculum redesign of the forensin medicine subjet

La asignatura de medicina legal no colma las aspiraciones del egresado debido a la masdificación, bajo rendimiento, exceso memorístico y escasa investigación, el sitema de enseñanza y aprendizaje se afecta por la poca relación docente estudiantil, desactualización teórica y ausencia de prácticas, por lo que se propone el rediseño, trata de formar un médico general de perfil amplio e integral con capacidades y habilidades que le permitan desempeñar su práctica profesional con conocimiento científico

O ensino da Bioética no curso médico / The teaching of Bioethics in medicine

O ensino da Ética nas escolas de Medicina do país ainda caracteriza-se por uma visão marcadamente deontológica, o que não mais atende às necessidades de formação do profissional exigidas pelo atual momento. A busca de respostas aos novos desafios da contemporaneidade haverá de passar não só pela reestruturação do aparelho formador mas, particularmente, pela identificação de uma metodologia de ensino que atenda as autênticas postulações da sociedade moderna. Acima de tudo, deverá privilegiar o respeito à autonomia do ser humano enfermo, na sua complexa realidade biopsicossocial e espiritual.

Departamento de Medicina Legal: Organismo de Investigación Judicial. Poder Judicial / Department of Legal Medicine: Organism of Judicial Investigation. Judicial Power

La enseñanza de la Medicina Legal se imparte en Costa Rica desde el Siglo XIX y tiene su cuna en la Escuela de Derecho y Colegio de Abogados. Desde 1961 se imparte en la Escuela de Medicina de la Universidad de Costa Rica y en ese mismo año se crea el departamento de Medicina Legal. Se describe la conformación de este último y cuales son sus funciones a través de su organigrama.(AU)