Anatomy is a foundational subject in medicine and serves as its language. Hippocrates highlighted its importance, while Herophilus pioneered human dissection, earning him the title of the founder of anatomy. Vesalius later established modern anatomy, which has since evolved historically. In Korea, formal anatomy education for medical training began with the introduction of Western medicine during the late Joseon Dynasty. Before and after the Japanese occupation, anatomy education was conducted in the German style, and after liberation, it was maintained and developed by a small number of domestic anatomists. Medicine in Korea has grown alongside the country's rapid economic and social development. Today, 40 medical colleges produce world-class doctors to provide the best medical care service in the country. However, the societal demand for more doctors is growing in order to proactively address to challenges such as public healthcare issues, essential healthcare provision, regional medical service disparities, and an aging population. This study examines the history, current state, and challenges of anatomy education in Korea, emphasizing the availability of medical educators, support staff, and cadavers for gross anatomy instruction. While variations exist between Seoul and provincial medical colleges, each manages to deliver adequate education under challenging conditions. However, the rapid increase in medical student enrollment threatens to strain existing anatomy education resources, potentially compromising educational quality. To address these concerns, we propose strategies for training qualified gross anatomy educators, ensuring a sustainable cadaver supply, and enhancing infrastructure.
Anatomy , Education, Medical , Humans , Anatomy/education , Cadaver , Education, Medical/history , Education, Medical/methods , Education, Medical/trends , History, 20th Century , Republic of Korea , Schools, Medical/history , Schools, Medical/trends
This article presents an overview of Aga Khan University's (AKU) pioneering medical education initiatives over the past 40 years, exploring its impact on healthcare in the region and its commitment to advancing medical education and research in the developing world. Established in 1983 as the first private university in Pakistan, AKU has evolved into a global institution with a focus on improving healthcare standards and addressing healthcare needs in the developing world. The article also discusses the undergraduate and postgraduate medical education programs at AKU Medical College, Pakistan, highlighting their unique features and pioneering approaches to medical education. The institution's journey highlights its ability to adapt to the evolving healthcare landscape while maintaining a focus on quality and excellence, offering a model for other institutions striving to meet healthcare needs in low- and middle-income countries.
Schools, Medical , Pakistan , Humans , Schools, Medical/history , History, 21st Century , History, 20th Century , Education, Medical/history , Education, Medical, Graduate/history , Developing Countries , Education, Medical, Undergraduate , Curriculum
Budapest Nephrology School (BNS) could have celebrated its 30th event if it had not been interrupted by COVID pandemic for a few years. Yet, the organization of 27th BNS in August 2023 resumed its successful and traditional activities at Semmelweis University, in the beautiful central European city of Budapest. In over two decades, BNS has faithfully adapted to the changes and developments of medical science and clinical nephrology, the fact which has kept it unique and attractive for nephrologists from across the globe. With such a long history and representing the top international professors of nephrology, BNS has proved to be a successful one-week, in-person refreshing course which has attracted over 1600 medical doctors from more than 60 countries. It has well served as an academic meeting point suitable for networking and exchange of up-to-date knowledge presented by the best international experts in nephrology. The dedication and focus of these experts on education, research and patient care represent the very concept of translational medicine. The invaluable experience of the past 27 years has set the standards for BNS to contribute to the evolution of translational nephrology in Europe in the next decade.
Nephrology , Nephrology/history , Humans , Hungary , History, 20th Century , History, 21st Century , COVID-19/epidemiology , Schools, Medical/history
This paper describes the past, present, and future of medical education in Cambodia. Although doctor training began in 1902, the first medical school was not founded until 1946. Since the colonial era, the curriculum and teaching strategies have been strongly influenced by the French system, dominated by didactic lectures and the apprenticeship model. Three chronic issues have plagued medical education in the country following the Khmer Rouge regime: a shortage of doctors, poor-quality training, and lack of relevance to the current and future population needs. An increasing number of medical schools and yearly student enrollment have addressed the first issue. Today, the fundamental challenges have shifted from quantity to ensuring the quality and relevance of medical education. Competency-based medical education (CBME) has been adopted as a new curricular model to tackle the latter two issues. Active collaboration between government institutions, public universities, and development partners drives this curricular reform at the national and institutional levels. This paper further examines the challenges associated with medical education and proposes recommendations.
Curriculum , Education, Medical , Cambodia , Humans , Education, Medical/history , Education, Medical/trends , Education, Medical/organization & administration , Schools, Medical/history , Competency-Based Education , History, 20th Century , History, 21st Century
In July 1992, my 24 years of studying abroad in the US as a researcher at Harvard Medical School started. During this period, I met many outstanding scholars who conducted some of the world's leading research projects. In particular, the opportunity to collaborate with Dr. Jack A. Elias, Professor and Dean Emeritus of the Faculty of Medicine at Brown University, on a project focusing on a molecule called Chitinase 3-like 1 was very helpful to my career, and eventually led to my current position as Professor in charge of international medical exchange at Kurume University School of Medicine. By strengthening the foundation of our exchange programs and actively promoting international joint research projects, I would like to raise the global name recognition of Kurume University.
International Educational Exchange , Humans , History, 20th Century , United States , Schools, Medical/organization & administration , Schools, Medical/history , Biomedical Research/history
En este artículo el autor primero relata su ingreso y su formación como cirujano en la Escuela Finochietto; comparte sus sentires íntimos, las anécdotas y las experiencias vividas junto a discípulos directos de Ricardo Finochietto, en particular con su maestro, Delfín Luis Vilanova. Más adelante, el relato cuenta sobre su especialización como cirujano plástico junto al Dr. José Alberto Cerisola, también discípulo directo de Finochietto. Y por último, el autor habla sobre su proceso de «mutación¼ de cirujano a terapeuta y sobre cómo influyó la formación como cirujano en la Escuela en el desarrollo de la técnica terapéutica que emplea. (AU)
In this article, the author first relates his admission and training as a surgeon at the Finochietto School. He shares his intimate feelings, anecdotes and experiences with direct disciples of Ricardo Finochietto, particularly with his teacher, Delfín Luis Vilanova. Later on, he talks about his specialization as a plastic surgeon together with Dr. José Alberto Cerisola, also a direct disciple of Finochietto. Finally, he refers to the process of "mutation" from surgeon to therapist and how his training as a surgeon at the School influenced the development of the therapeutic technique that he uses. (AU)
History, 20th Century , Schools, Medical/history , General Surgery/history , Surgeons , Argentina , History of Medicine , Hospitals , Internship and Residency
La Asociación Médica Argentina (AMA) reconoce el valor de la Escuela Quirúrgica de los hermanos Finochietto y por tal motivo efectúa un homenaje anual desde el año 2002. En este artículo se hace una breve reseña histórica del Hospital Rawson, donde se inició y desarrolló dicha escuela. Se resaltan dos hechos: por un lado, el término "diáspora finochiettista", porque la dispersión de los cirujanos fue obligada y tuvieron que abandonar su lugar de procedencia original, el Hospital Rawson y, por el otro, que dicho nosocomio nació y murió como consecuencia de movimientos políticos cívico-militares. (AU)
The Argentine Medical Association (AMA) recognizes the value of the Surgical School of the Finochietto brothers, and for this reason has paid an annual tribute since 2002. Tthis article provides a brief historical review of the Rawson Hospital, where the school was initiated and developed. Two facts are highlighted: on the one hand, the term "Finochiettista diaspora" because the dispersal of the surgeons was forced and they had to leave their original place of origin, the Rawson Hospital; and on the other hand, the fact that this hospital was born and died as a consequence of civil-military political movements. (AU)
History, 19th Century , History, 20th Century , Schools, Medical/history , Surgeons/history , Hospitals/history , Argentina , Societies, Medical , History of Medicine
BACKGROUND: Officinal plants, minerals, animal derivatives, and miscellaneous have always been used to treat and improve appearance despite the different aesthetic canons of a specific historical and cultural context. OBJECTIVE: The aim of this work was to make a critical comparison between medieval and modern dermocosmetics analyzing the works of Trotula de Ruggiero, a female doctor of the 11th century teaching and working inside the illustrious "Medical School of Salerno," who devoted particular attention to the promotion of female care, beauty, and well-being. METHODS: We applied the historical-critical method analyzing the Latin text and the nglish translation of the standardized corpus of the main Trotula medieval manuscript De Ornatu Mulierum with a multidisciplinary scientific approach ranging from botany to pharmaceutical chemistry and technology, pharmacology and pathology. RESULTS: We identified the medicinal plants, derivatives of animal origin and minerals used in the recipes of Trotula, highlighting their biological properties in the light of current scientific knowledge. A critical comparison between medieval and modern dermocosmetics is reported also taking into consideration the chemical, pharmaceutical, and technological literature. CONCLUSION: Beyond the obvious changes in the paradigms of cosmetology and the different beauty canons of Middle Age with respect to modern times, our results emphasize the attention of Trotula to female care, beauty and well-being as well as the extraordinary combination of tradition and modernity in her work.
Physicians, Women , Physicians , Female , Humans , History, Medieval , Schools, Medical/history , Physicians, Women/history
Innovations in diagnostic techniques due to the introduction of endoscopy and the development of Xray technology were fundamental in reducing the dependence on surgery and to recognize urology as a new discipline. Thereafter, endoscopic surgery came to the fore. The aim of this article is to present the development of urology in Lviv as an independent discipline and its distinction from surgery. Well-known Lviv surgeons who were interested in surgery of the urogenital system are discussed. The beginnings of urology and its development within the framework of surgical departments and ultimately as an independent institution in the interwar period are described. The fate of the Polish department of urology in the interwar period and during the Second World War is also described. J. Molendzinski, G. Ziembicki, Z. Lenko and S. Laskownicki can be described as the founders of urology in Lviv (Lemberg). Extensive research in archives and libraries in Poland and Ukraine has been undertaken in the preparation of this article.
Urology , Urology/history , World War II , Schools, Medical/history , Health Facilities , Poland
In the first 3 decades of the 20th century, John D. Rockefeller Sr. and Andrew Carnegie used their philanthropy to support 2 main mechanisms that functioned to exclude African American doctors from medical education and the medical profession. First, Carnegie funded the Flexner report, recommending reforms to medical education including the closure of most Black medical schools. Next, Rockefeller's General Education Board (GEB) funded restructures to medical education without equal support to ensure Black medical schools could keep up with changing standards. For every dollar the GEB donated to Black medical schools between 1902 and 1919, it donated $123 to White schools. During that period, for every dollar the GEB donated to White medical schools per White resident, it donated about $0.07 to Black schools per African American resident. Next, Rockefeller's philanthropy supported a system of school education that underprepared African American candidates to meet the requirements needed to enter medicine. For African American children, the GEB supported a kind of schooling termed industrial education, which emphasized manual training (e.g., skills related to agricultural science and efficiency). In 1933, industrial education schools were located in 57% of all Southern counties, and two-thirds of African Americans who attended primary and secondary school received an education that followed the industrial education curriculum. Industrial education underprepared candidates for applying to medical school, completing a medical school curriculum, and passing a medical board examination. This article examines how these 2 mechanisms had lasting and harmful effects on the underrepresentation of African American doctors in the medical workforce. These insights provide a broad and collective understanding of the early role of philanthropy in excluding African Americans from the medical profession, which is a crucial first step toward developing interventions to help redress racial discrepancies in the medical profession that persist today.
Education, Medical , Fund Raising , Physicians , Child , Humans , Black or African American , Schools, Medical/history
O objetivo desse artigo é contextualizar historicamente as ações de desenvolvimento docente realizadas na Facul-dade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP) desde sua fundação até a criação do Centro de Desenvolvimento Docente para o Ensino (CDDE) para as Profissões da Saúde, que foi a primeira unidade formal da instituição para a educação para o ensino dos seus professores e preceptores. Apresentamos um pano-rama sobre o conceito atual de desenvolvimento docente, o papel de fundações internacionais de fomento e de regulamentações governamentais locais na consolidação dessas atividades no país, além de ações dos diretores e professores da Faculdade de Medicina, visando a capacitação profissional para o exercício da docência desde a sua fundação. Finalmente, abordamos o contexto de criação do CDDE, os profissionais participantes e dados da partici-pação docente nas cinco primeiras edições do "Módulo Básico" de ensino para as profissões da saúde na FMRP-USP, o primeiro e mais importante programa estruturado de capacitação docente oferecido pelo centro. (AU)
The objective of this article is to historically contextualize Faculty Development (FD) actions carried out at the Ribeirão Preto School of Medicine at University of São Paulo (FMRP-USP), since its foundation up until the creation of the Center for Faculty Development (CDDE) in Health Professions Education (HPE). CDDE is the first formal unit of the institution with the mission to support educators (Faculty Members and Preceptors) to improve their educa-tional practices: to teach, facilitate learning, assess, design curriculum, and evaluate programs. We present here an overview for the concept of Faculty Development, the role of international funding foundations and local govern-ment regulations in the consolidation of these activities in Brazil. We also describe the school administration actions and pioneer Faculty members that created the foundations for the first Faculty Development Center at FMRP-USP. Finally, we address the context of the creation of the CDDE and the describe participants characteristics of the first five editions of the Essentials Skills Module on HPE. (AU)
Schools, Medical/history , Professional Training , Faculty, Medical/education
More than 100 human bones, known as the Tokyo Human Bones, were found at the previous site of the Army Medical School in Tokyo, Japan, on July 22, 1989. They were located on the northern side of the previous location of the epidemic prevention research unit of the Army Medical School, with the discovery drawing a great deal of international attention. It was suggested that these bones might be from the victims of human experiments during World War II. It was found, in 1991, by Professor Sakura Shuo in Sapporo University, that the time and location of the burial of these bones was consistent with the existence of the Army Military Medical School. Most of these bones were Chinese, Korean and Mongolian races, and they were indeed closely related to the war. At the time they had not been found to be directly related to the human experiments of the Army Medical School, but the evidence left behind on the bones did not indicate gunshot or other war wounds, but evidence of medical experiments. This incident was known as the "Tokyo Bone Incident". Based on the research data on the Tokyo Human Bones internationally in the past 30 years, in particular, the testimony from the staff of the previous Army Medical School in Tokyo and members of the previous Army Medical School in Harbin (Unit 731), it can be concluded that some relationship exists between the Tokyo Human Bones and human experiments. This suggested that the nature of research related to these human bones conducted by the Army Medical School in Tokyo was consistent with those conducted at the Army Medical School in Harbin (Unit 731).
Military Personnel , Schools, Medical , Humans , Schools, Medical/history , Tokyo , Universities , World War II
Alongside Paris, Vienna was one of the early centers of specialization and professionalization in medicine and urology in the 19th century. Especially the 2nd Vienna Medical School (Erna Lesky) with its main representatives Carl Freiherr von Rokitansky (in Czech: Karel Rokytanský; 1804-1878) and Joseph Ritter von Skoda (1895-1881) was able to create the perfect scientific environment for young students to become acquainted with new fields of research often in an interdisciplinary setting, e.g., chemistry, microscopy or pathology in combination with clinical departments like surgery. We analyze the process of habilitation using the example of a urologist to outline this process within the history of science.
Medicine , Urology , History, 19th Century , Humans , Schools, Medical/history , Specialization , Urologists , Urology/history
Tongji Medical College began its "education Long March" after the Battle of Shanghai in 1937, with six westward migrations across almost 10,000 kilometers over eight years. It first moved to the city of Shanghai because Tongji Medical College had to rent space in Shanghai, then moved to Jinhua in Zhejiang Province soon afterwards. After that it migrated to Ganzhou and Jian in Jiangxi Province, then He County in Guangxi Province and Kunming in Yunnan Province, ultimately locating in Li Village in Sichuan Province. Tongji Medical College was operated by Chinese and implemented high-level administration and teaching under the difficult conditions during the Anti-Japanese War. As a result, Tongji Medical College made advances in the medical field, such those by Professor Wu Mengchao. It also made advancements in research and treatment, such as identifying pathogenesis of a local epidemic and offering some treatment methods, and popularised medical knowledge for local people by exhibitions and news paper columns. It also established the Number One and the Number Five UMC Trauma Centre, participating in battlefield treatment. The German teachers of Tongji Medical College, who did not move to the west, established a German Medical School in Shanghai. Tongji Medical College returned back to Shanghai, incorporating the German Medical School in Shanghai after the Anti-Japanese War.
Epidemics , Schools, Medical , China/epidemiology , Humans , Knowledge , Male , Schools, Medical/history , Universities/history
The study proposes a critical and exploratory analysis of the historical formation of the medical curriculum, including the pedagogical models and contemporary challenges. Contemporary Medicine has faced challenging transformations in the 21st century, such as population aging, technological and scientific advances, epidemiological transition, wide access to informationby society. The knowledge society requires new generations of physicians to develop interdisciplinary professional skills and the technical-scientific domain. Given the ongoing transformations in contemporary medical practice, it is up to the academic community to deconstruct obsolete teaching paradigms, to foster the design of new pedagogical practices, congruent with the new medical profile desired in the 21st century.
O estudo propõe uma reflexão crítica e exploratória acerca da construção histórica do currículo médico, seus modelos pedagógicos e desafios contemporâneos. A Medicina contemporânea tem enfrentado transformações desafiadoras no século 21, como envelhecimento populacional, avanços tecnológicos e científicos, transição epidemiológica, facilidade de acesso e informação pela sociedade. A sociedade do conhecimento impõe às novas gerações de médicos o desenvolvimento de competências profissionais interdisciplinares, além do domínio técnico-científico. Diante das transformações em curso na prática médica contemporânea, cabe a comunidade acadêmica a desconstrução de paradigmas de ensino obsoletos, de maneira a propiciar a concepção de novas práticas pedagógicas, congruentes com novo perfil médico almejado no século XXI.
Schools, Medical/history , Education, Medical/history , History of Medicine , Teaching , Curriculum , Humanization of Assistance , Information Technology , Faculty, Medical
The article describes the history of the Department of Nervous Diseases, Medical Genetics and Neurosurgery of the Daghestan State Medical University on the basis of literature data and archival sources introduced into scientific circulation for the first time. The department, created in 1936, has gone through a difficult path in its formation and development. The authors reconstruct the history of the formation of this department of the university, dwelling on the problems faced by its first employees. Special attention is paid to the work of the department during the Great Patriotic War, when its staff was reduced to a minimum. The authors describe the appearance, stages of development and successful functioning of the scientific school for the study of thermoregulation under the guidance of Associate Professor V.A. Liechtenstein. The formation of the teaching of neurosurgery, as well as the work of the department in recent years, is described.
Genetics, Medical , Neurology , Neurosurgery , Anniversaries and Special Events , History, 20th Century , Humans , Neurosurgery/history , Schools, Medical/history , Universities
