[Sensitization and oral challenge with ovoalbumin in an animal model of food allergy]. / Sensibilización y desafío oral con ovoalbúmina en un modelo animal de alergia alimentaria.

BACKGROUND: Gut-associated lymphoid tissue (GALT) is mainly formed by the gut mucosa and associated lymphatic structures that under normal conditions induces hyporesponsiveness, a phenomenon termed oral tolerance. However, the potential brakeup of oral tolerance could otherwise lead to disorders such as food allergy. OBJECTIVE: The aim of the study is to characterise the histopathological and immunohistochemical modifications in intestinal gut mucosa in an animal model of food allergy. METHODS: New Zealand rabbits were subcutaneously sensitized twice with ovalbumin (OVA), on day 30 after first sensitization, animals were oral challenged with the same antigen. Lymphatic cell population and accessory cells from gut mucosa were studied by conventional histology, histochemistry and immunohistochemistry. RESULTS: An important increase in number of eosinophils were observed in sensitized and challenged group as well as CD25+cells increase in sensitized animals without challenge. CONCLUSIONS: Data obtained demonstrated that subcutaneous sensitization and challenge with OVA induced generation of specific IgE antibodies and an anaphylactic inflammatory response. This pattern induced quantitative modifications in studied cells and structural changes in mucosa like oedema at intestinal villi in sensitized and challenged rabbits in this animal model of food allergy.

[Pedagocic and didactic renovation for histology and embryology learning. A 15 years experience]. / Renovación pedagógico-didáctica para el aprendizaje de histología y embriología. Una experiencia de 15 años.

This paper describes the pedagogical and didactical renovation carried out between 1986 y 2001 in the Cathedra of Histology and Embryology (Faculty of Medical Sciences, National University of Rosario). This process, initiated with pilot tests during early 70s and a full length paper in late 70s, was centered in differential activities performed by teachers and students, being adapted to the massive and no restricted admission during that period (2000 +/- 500 students). The design included individual and/or group management of self-learning and self-evaluation modules, training laboratories in microscopic diagnosis using protocols similar to clinical records, problem-solving sessions and theoretical sessions of consult and relearning, placed at the end of the aforesaid learning situations. Learning followed a decreasing support trajectory ([see text]) for reaching a systemic self-learning, relevant for incessant medical education. Its permanence and optimal results along 15 years encourage us to present this model as a valid and reliable one for Faculties with histological and embryological contents developed in a traditional formal or as a contribution to the passage from a traditional curriculum with independent subjects to other, renovated or innovative, with varied grades of integration.

[Geriatric medical education: an unclosed loop]. / Geriatria: asignatura pendiente.

Aged population needs competent physicians. This communication studies geriatric medical teaching, intention of first and fourth year students for specializing in Geriatrics and their opinion about its relevance and curricular setting. Curricula from 10 public and 16 private medical schools were analyzed. Students coursing the first (105) and the fourth year (54) completed an ad hoc opinion poll. 98% of the sample never received training in Geriatrics 2% of first year and none of fourth year students revealed intentions in specializing in Geriatrics. 77% of first year and 91% of fourth year students considered Geriatrics as an important specialization whilst 12% and 4% of those students evaluated it as poorly important. 11% and 5% of them did not know what Geriatrics was. 33% of first year and 18% of fourth year students considered Geriatrics as a postgraduate activity whilst 67% and 82%, an undergraduate one (39% and 36% as a particular subject matter and 61% and 64 % included in different ones). The relevance given by medical students to Geriatrics and their interest to be trained on it during their undergraduate stage is shown.

Renovación pedagógica – didáctica para el aprendizaje de histología y embriología: una experiencia de 15 años / Pedagogic and didatic renovation for histology and embryology learning. A 15 year experience

Este trabajo describe la renovación pedagógico-didáctica iniciada con pruebas piloto y una publicación en la década del 70 y concretada entre 1986 y 2001 en la Cátedra de Histología y Embriología (Facultad de Ciencias Médicas, Universidad Nacional de Rosario). Dicho proceso, centrado en actividades diferenciales del alumno y del docente, se adaptó al ingreso masivo e irrestricto vigente en ese lapso (2000 ± 500 alumnos). El diseño incluyó manejo individual y/o grupal de módulos de autoaprendizaje y de auto-evaluación, laboratorios con entrenamiento diagnóstico microscópico mediante protocolos similares a historias clínicas, sesiones de resolución de problemas y sesiones teóricas de consulta y re-aprendizaje, ubicadas al final de las antedichas situaciones de enseñanza y aprendizaje. El aprendizaje siguió una trayectoria con apoyos decrecientes (total o restringido o mínimo o nulo) que permitió llegar al autoaprendizaje, de manera sistemática, imprescindible para la educación médica continua. Su perdurabilidad y los auspicios os resultados obtenidos a lo largo de 15 años, nos permiten presentarlo como un modelo válido y fiable para Facultades con contenidos histológicos y embriológicos desarrollados dentro de un formato tradicional o como coadyuvante al tránsito desde un currículo tradicional estratificado por asignaturas a uno renovado o innovado con distintos grados de integración.

This paper describes the pedagogical and didactical renovation carried out between 1986 y 2001 in the Cathedra of Histology and Embryology (Faculty of Medical Sciences, National University of Rosario). This process, initiated with pilot tests during early 70s and a full length paper in late 70s, was centered in differential activities performed by teachers and students, being adapted to the massive and no restricted admission during that period (2000 :t 500 students). The design included individual and/or group management of self-Learning and self-evaluation modules, training laboratories in microscopic diagnosis using protocols similar to clinical records, problem-solving sessions and theoretical sessions of consult and relearning, placed at the end of the aforesaid learning situations. Learning followed a decreasing support trajectory (complete o restricted o minimal or absent) for reaching a systemic self-Learning, relevant for incessant medical education. Its permanence and optimal results along 15 years encourage us to present this model as a valid and reliable one far Faculties with histological and embryological contents developed in a traditional formal or as a contribution to the passage from a traditional curriculum with independent subjects to other, renovated or innovative, with varied grades of integration.

Geriatría: asignatura pendiente / Geriatric Medical Education: an unclosed loop

Los gerontes necesitan médicos competentes en fisiología y patologías del anciano. Objetivo: relevar la enseñanza de Geriatría, intención de los alumnos de 10 y 40 año de especializarse en Geriatría y opinión sobre importancia y momento en que deberían desarrollarse sus contenidos. Se analizaron los currículos de 10 Facultades de Medicina Estatales y 16 Privadas. En Medicina 98% de los alumnos no reciben enseñanza de Geriatría. Se encuestaron 105 alumnos de 10 y 54 de 40 año sobre intención de especializarse en Geriatría, su importancia y si sus contenidos deberían incluirse en postgrado o en grado, como asignatura o incluidos en las distintas asignaturas. En 10 año el 2% optó por Geriatría. Ningún alumno de 40 año se especializará en Geriatría. En 10 año, 77% la consideran importante, 12% poco importante y 11 % no sabe. En 40 año 91% la considera importante, 4% poco importante y 5% no sabe. En 10 año: 33% consideran que debe incluirse en postgrado, 67% en grado, 39% como asignatura y 61 % incluidos en asignaturas. En 40 año: 18 % la ubican en el postgrado y 82% en grado, 36% como asignatura y 64% incluida en asignaturas. Los resultados muestran la alta valoración de los alumnos por la Geriatría y su interés por capacitarse durante el grado.

Aged population needs competent physicians. This communication studies geriatric medical teaching, intention of first and fourth year students for specializing in Geriatrics and their opinion about its relevance and curricular setting. Curricula from 10 public and 16 private medical schools were analyzed. Students coursing the first (105) and the fourth year (54) completed an ad hoc opinion polI. 98% of the sample never received training in Geriatrics 2% of first year and none of fourth year students revealed intentions in specializing in Geriatrics 77% of first year and 91 % of fourth year students considered Geriatrics as an important specialization whilst 12% and 4 % of those students evaluated it as poorly important. 11 % and 5 % of them did not know what Geriatrics was. 33% of first year and 18% of fourth year students considered Geriatrics as a...

Renovación pedagógica ¹ didáctica para el aprendizaje de histología y embriología: una experiencia de 15 años / Pedagogic and didatic renovation for histology and embryology learning. A 15 year experience

Este trabajo describe la renovación pedagógico-didáctica iniciada con pruebas piloto y una publicación en la década del 70 y concretada entre 1986 y 2001 en la Cátedra de Histología y Embriología (Facultad de Ciencias Médicas, Universidad Nacional de Rosario). Dicho proceso, centrado en actividades diferenciales del alumno y del docente, se adaptó al ingreso masivo e irrestricto vigente en ese lapso (2000 ± 500 alumnos). El diseño incluyó manejo individual y/o grupal de módulos de autoaprendizaje y de auto-evaluación, laboratorios con entrenamiento diagnóstico microscópico mediante protocolos similares a historias clínicas, sesiones de resolución de problemas y sesiones teóricas de consulta y re-aprendizaje, ubicadas al final de las antedichas situaciones de enseñanza y aprendizaje. El aprendizaje siguió una trayectoria con apoyos decrecientes (total o restringido o mínimo o nulo) que permitió llegar al autoaprendizaje, de manera sistemática, imprescindible para la educación médica continua. Su perdurabilidad y los auspicios os resultados obtenidos a lo largo de 15 años, nos permiten presentarlo como un modelo válido y fiable para Facultades con contenidos histológicos y embriológicos desarrollados dentro de un formato tradicional o como coadyuvante al tránsito desde un currículo tradicional estratificado por asignaturas a uno renovado o innovado con distintos grados de integración.(AU)

This paper describes the pedagogical and didactical renovation carried out between 1986 y 2001 in the Cathedra of Histology and Embryology (Faculty of Medical Sciences, National University of Rosario). This process, initiated with pilot tests during early 70s and a full length paper in late 70s, was centered in differential activities performed by teachers and students, being adapted to the massive and no restricted admission during that period (2000 :t 500 students). The design included individual and/or group management of self-Learning and self-evaluation modules, training laboratories in microscopic diagnosis using protocols similar to clinical records, problem-solving sessions and theoretical sessions of consult and relearning, placed at the end of the aforesaid learning situations. Learning followed a decreasing support trajectory (complete o restricted o minimal or absent) for reaching a systemic self-Learning, relevant for incessant medical education. Its permanence and optimal results along 15 years encourage us to present this model as a valid and reliable one far Faculties with histological and embryological contents developed in a traditional formal or as a contribution to the passage from a traditional curriculum with independent subjects to other, renovated or innovative, with varied grades of integration.(AU)

Geriatría: asignatura pendiente / Geriatric Medical Education: an unclosed loop

Los gerontes necesitan médicos competentes en fisiología y patologías del anciano. Objetivo: relevar la enseñanza de Geriatría, intención de los alumnos de 10 y 40 año de especializarse en Geriatría y opinión sobre importancia y momento en que deberían desarrollarse sus contenidos. Se analizaron los currículos de 10 Facultades de Medicina Estatales y 16 Privadas. En Medicina 98% de los alumnos no reciben enseñanza de Geriatría. Se encuestaron 105 alumnos de 10 y 54 de 40 año sobre intención de especializarse en Geriatría, su importancia y si sus contenidos deberían incluirse en postgrado o en grado, como asignatura o incluidos en las distintas asignaturas. En 10 año el 2% optó por Geriatría. Ningún alumno de 40 año se especializará en Geriatría. En 10 año, 77% la consideran importante, 12% poco importante y 11 % no sabe. En 40 año 91% la considera importante, 4% poco importante y 5% no sabe. En 10 año: 33% consideran que debe incluirse en postgrado, 67% en grado, 39% como asignatura y 61 % incluidos en asignaturas. En 40 año: 18 % la ubican en el postgrado y 82% en grado, 36% como asignatura y 64% incluida en asignaturas. Los resultados muestran la alta valoración de los alumnos por la Geriatría y su interés por capacitarse durante el grado.(AU)

Aged population needs competent physicians. This communication studies geriatric medical teaching, intention of first and fourth year students for specializing in Geriatrics and their opinion about its relevance and curricular setting. Curricula from 10 public and 16 private medical schools were analyzed. Students coursing the first (105) and the fourth year (54) completed an ad hoc opinion polI. 98% of the sample never received training in Geriatrics 2% of first year and none of fourth year students revealed intentions in specializing in Geriatrics 77% of first year and 91 % of fourth year students considered Geriatrics as an important specialization whilst 12% and 4 % of those students evaluated it as poorly important. 11 % and 5 % of them did not know what Geriatrics was. 33% of first year and 18% of fourth year students considered Geriatrics as a...(AU)

[Forgetfulness of the histology curriculum in medical students]. / Olvido de los contenidos de histologia en alumnos de medicina.

UNLABELLED: MEMORY: ability to record, file, classify and later recover of information., essential in processing information and learning, in analogy with a computer. FORGETFULNESS: failure to transfer information from short term memory to long term memory or to recover information from the latter. AIM: to study forgetfulness in contents of Histology in students one and half year after regular course. To evaluate level of re-utilization of contents in second and third year courses. Students with high performance in 2002 (n=26) were evaluated with 20 cytology and histology questions and 20 questions related to organs. 20 multiple choice and 20 brief filled answers were used, expressing the level of usefulness of the contents in Physiology and Physicochemistry, and in the first quarter of Pathology, Microbiology and Pharmacology. The performance of 2002 course was compared with the current test, results of cytology and histology questions versus organs ones and multiple choice answers versus brief filled answers. The loss was in the order of 50% in the recovery of contents (37.07 +/- 1,76 = 92,6% vs. 18,52 +/- 4,33 = 46,3%) without difference between cytology and histology versus organs neither among multiple choice answers versus brief filled answers. The highest usefulness in the contents refers to Pathology (69%) and Physiology (50%) and the lesser to PhysicoChemistry.(7%) We estimate that forgetfulness in our students would have been even higher without the employment of active techniques of learning.

[CD11b-positive cells expression in rectal mucosa from ovalbumin sensitized and challenged rabbits]. / Expresión de células CD11b-positivas en mucosa rectal de conejos sensibilizados y desafiados con ovoalbúmina.

Rabbit MAC-1 receptor, homologue to human CD11b is present in macrophages. The aim of the study was to determine quantitative and distributive modifications of CD11b-positive cells that participate in immune response at rectal mucosa, in an animal model of mucosal immunity. New Zealand rabbits were divided into three groups. G1: control; G2: ovalbumin (OVA) sensitized; G3: OVA-senstitized and rectal challenged. Animals were subcutaneously sensitized twice with 70 microg OVA and 30 ml aluminium hydroxide in 2 ml saline solution. Rectal challenge was developed with a solution of 50 mg OVA in 5 ml saline solution. Sensitized groups (G2 and G3) showed a positive PCA (Passive Cutaneous Anaphylaxis) at 1/160 fold dilutions. In G3 we observed a patchy mucosal edema, lymphangiectasis and eosinophil leucocyte infiltration. Cells were counted as the number of cells per high power field. G1: 9.64 (SE 0.22); G2: 18.10 (SE 0.09) and G3: 23.60 (SE 0.29). (G2 vs G1 p < 0.001; G3 vs G1 p < 0.001; G3 vs G2 p < 0.001). We conclude that there is a close relationship between the food antigen OVA penetration (after challenge) and the increase of CD11b positive cells in rectal mucosa. This fact could be due to the cellular influx to the inflammatory site by the action of chemotactic factors released after challenge.

Expresión de células CD11b-positivas en mucosa rectal de conejos sensibilizados y desafiados con ovoalbúmina / CD11 b-positive cells expression in rectal mucosa from ovalbumin sensitized and challenged rabbits

El receptor MAC-1 de conejo, homólogo al CD11b humano, es una proteína presente en los macrófagos. El objetivo del presente trabajo es establecer las modificaciones cuantitativas y distributivas de células CD11bpositivas participantes en la respuesta inmune a nivel de la mucosa rectal, en un modelo animal de inmunidad mucosa. Se estudiaron conejos neocelandeses divididos en tres grupos: G1:control, G2:sensibilizado con ovoalbúmina (OVA) y G3:sensibilizado y desafiado por vía rectal con OVA. Los conejos de los grupos 2 y 3 fueron sensibilizados por vía subcutánea en dos oportunidades, con 2 ml de una suspensión de 70 µg de OVA en 30 mg de hidróxido de aluminio/ml. El desafío rectal se realizó con una solución de 50 mg OVA en 5 ml de solución salina. La prueba de anafilaxia cutánea pasiva (PCA) fue positiva en G2 y G3 a una dilución de 1/160. En el grupo sensibilizado y desafiado se observó edema mucoso parcheado, imágenes de linfangiectasias e infiltración de eosinófilos. Las células se contaron como número de células por campo de mayor ...

Expresión de células CD11b-positivas en mucosa rectal de conejos sensibilizados y desafiados con ovoalbúmina. / [CD11b-positive cells expression in rectal mucosa from ovalbumin sensitized and challenged rabbits]

Rabbit MAC-1 receptor, homologue to human CD11b is present in macrophages. The aim of the study was to determine quantitative and distributive modifications of CD11b-positive cells that participate in immune response at rectal mucosa, in an animal model of mucosal immunity. New Zealand rabbits were divided into three groups. G1: control; G2: ovalbumin (OVA) sensitized; G3: OVA-senstitized and rectal challenged. Animals were subcutaneously sensitized twice with 70 microg OVA and 30 ml aluminium hydroxide in 2 ml saline solution. Rectal challenge was developed with a solution of 50 mg OVA in 5 ml saline solution. Sensitized groups (G2 and G3) showed a positive PCA (Passive Cutaneous Anaphylaxis) at 1/160 fold dilutions. In G3 we observed a patchy mucosal edema, lymphangiectasis and eosinophil leucocyte infiltration. Cells were counted as the number of cells per high power field. G1: 9.64 (SE 0.22); G2: 18.10 (SE 0.09) and G3: 23.60 (SE 0.29). (G2 vs G1 p < 0.001; G3 vs G1 p < 0.001; G3 vs G2 p < 0.001). We conclude that there is a close relationship between the food antigen OVA penetration (after challenge) and the increase of CD11b positive cells in rectal mucosa. This fact could be due to the cellular influx to the inflammatory site by the action of chemotactic factors released after challenge.

Olvido de los contenidos de histologia en alumnos de medicina. / [Forgetfulness of the histology curriculum in medical students]

MEMORY: ability to record, file, classify and later recover of information., essential in processing information and learning, in analogy with a computer. FORGETFULNESS: failure to transfer information from short term memory to long term memory or to recover information from the latter. AIM: to study forgetfulness in contents of Histology in students one and half year after regular course. To evaluate level of re-utilization of contents in second and third year courses. Students with high performance in 2002 (n=26) were evaluated with 20 cytology and histology questions and 20 questions related to organs. 20 multiple choice and 20 brief filled answers were used, expressing the level of usefulness of the contents in Physiology and Physicochemistry, and in the first quarter of Pathology, Microbiology and Pharmacology. The performance of 2002 course was compared with the current test, results of cytology and histology questions versus organs ones and multiple choice answers versus brief filled answers. The loss was in the order of 50

in the recovery of contents (37.07 +/- 1,76 = 92,6

vs. 18,52 +/- 4,33 = 46,3

) without difference between cytology and histology versus organs neither among multiple choice answers versus brief filled answers. The highest usefulness in the contents refers to Pathology (69

) and Physiology (50

) and the lesser to PhysicoChemistry.(7

) We estimate that forgetfulness in our students would have been even higher without the employment of active techniques of learning.

Expresión de células CD11b-positivas en mucosa rectal de conejos sensibilizados y desafiados con ovoalbúmina / CD11 b-positive cells expression in rectal mucosa from ovalbumin sensitized and challenged rabbits

El receptor MAC-1 de conejo, homólogo al CD11b humano, es una proteína presente en los macrófagos. El objetivo del presente trabajo es establecer las modificaciones cuantitativas y distributivas de células CD11bpositivas participantes en la respuesta inmune a nivel de la mucosa rectal, en un modelo animal de inmunidad mucosa. Se estudiaron conejos neocelandeses divididos en tres grupos: G1:control, G2:sensibilizado con ovoalbúmina (OVA) y G3:sensibilizado y desafiado por vía rectal con OVA. Los conejos de los grupos 2 y 3 fueron sensibilizados por vía subcutánea en dos oportunidades, con 2 ml de una suspensión de 70 Ag de OVA en 30 mg de hidróxido de aluminio/ml. El desafío rectal se realizó con una solución de 50 mg OVA en 5 ml de solución salina. La prueba de anafilaxia cutánea pasiva (PCA) fue positiva en G2 y G3 a una dilución de 1/160. En el grupo sensibilizado y desafiado se observó edema mucoso parcheado, imágenes de linfangiectasias e infiltración de eosinófilos. Las células se contaron como número de células por campo de mayor ...(AU)

[Biological model for detection of food antigens]. / Modelo biológico para la detección de antígenos alimentarios.

Antigenic macromolecules present in food can induce inflammatory allergic reaction in sensitized persons. The aim of the present work is the development of an animal model to detect food antigens based on hypersensitivity reaction after food ingestion. New Zealand rabbits were divided in 5 groups. Group 1 (GI): control. G2: Ovalbumin (OVA) sensitized. G3: sensitized and orally challenged with OVA. G4: OVA sensitized and phosphate buffer solution challenged (PBS). G5: sensitized and challenged with OVA. Samples from cecum were stained with Alcian Blue pH < 1 for mast cells and with silver method for enteroendocrine cells (EEC). Other samples were immunostained with anti CD5 and CD25 monoclonal antibodies. Specific IgE levels were detected by PCA. Histopathology of G5 showed patchy edema, lymphangiectasia and eosinophilic infiltration. Results were expressed as cells per HPF (high power field); Mast cells in G1: 1.33; G2: 12.80 and G5: 10.20. Enteroendocrine cells in surface epithelium: G1: 1.6; G2: 6.0; G5: 4.2 and in deep epithelium: G1: 3.0; G2: 12.0 and G5: 7.3. Lymphocytes CD5+ in G1: 24.21: G2: 22.12 and G5: 23.97 and CD25+ in G1: 12.10: G2: 14.30 and G5: 21.68. Group 3 were similar to G1 and G4 to G2. We observed: mast cells increased in number probably due to OVA induced response. EEC showed an increase in sensitized animals because of higher expression of cytoplasmatic granules or differentiation from stem cells. Decrease in EEC number in challenged groups was likely to be based on vesicles release. Total T cells showed no significant differences among groups. CD 25+ cells were higher in sensitized and challenged animals. We concluded that rabbit model of sensitization and oral challenge is valid to study ingested food antigens and potential digestive pathologic reactions.

Modelo biológico para la detección de antígenos alimentarios / Biological model for detection of food antigens

Antigenic macromolecules present in food can induce inflammatory allergic reaction in sensitized persons. The aim of the present work is the development of an animal model to detect food antigens based on hypersensitivity reaction after food ingestion. New Zealand rabbits were divided in 5 groups. Group 1 (GI): control. G2: Ovalbumin (OVA) sensitized. G3: sensitized and orally challenged with OVA. G4: OVA sensitized and phosphate buffer solution challenged (PBS). G5: sensitized and challenged with OVA. Samples from cecum were stained with Alcian Blue pH < 1 for mast cells and with silver method for enteroendocrine cells (EEC). Other samples were immunostained with anti CD5 and CD25 monoclonal antibodies. Specific IgE levels were detected by PCA. Histopathology of G5 showed patchy edema, lymphangiectasia and eosinophilic infiltration. Results were expressed as cells per HPF (high power field); Mast cells in G1: 1.33; G2: 12.80 and G5: 10.20. Enteroendocrine cells in surface epithelium: G1: 1.6; G2: 6.0; G5: 4.2 and in deep epithelium: G1: 3.0; G2: 12.0 and G5: 7.3. Lymphocytes CD5+ in G1: 24.21: G2: 22.12 and G5: 23.97 and CD25+ in G1: 12.10: G2: 14.30 and G5: 21.68. Group 3 were similar to G1 and G4 to G2. We observed: mast cells increased in number probably due to OVA induced response. EEC showed an increase in sensitized animals because of higher expression of cytoplasmatic granules or differentiation from stem cells. Decrease in EEC number in challenged groups was likely to be based on vesicles release. Total T cells showed no significant differences among groups. CD 25+ cells were higher in sensitized and challenged animals. We concluded that rabbit model of sensitization and oral challenge is valid to study ingested food antigens and potential digestive pathologic reactions.

La extrapolacion erronea como defecto frecuente en alumnos de medicina / Erroneous extrapolation as a frequent defect in medical students

El desarrollo de la aptitud científica (cúmulo de habilidades cognitivas que sustentan el manejo metódico de la información) resulta indispensable para la docencia, el aprendizaje, la investigación, la vida profesional y la vida diaria. La extrapolación criteriosa es una de esas habilidades, cuyo uso correcto y erróneo en estudiantes de Medicina escudriña este trabajo. Se analisaron 118 alumnos de una población motivada, potencialmente experimentada y adaptada a la Facultad. De ellos, 103 cursaban 2§ años y los 15 restantes, años superiores. Se los expuso simultáneamente y sin posibilidad de intercambio de opiniones, a tres situaciones-problemas (de respuesta abierta, con enfoques distintos - gráfico metodológico, clínico y general inespecífico - y validadas previamente). Los resultados como defecto frecuente y señalarían su adquisición y reforzamiento trascucrricular como deficientes. Ciertos diseños, aún dentro del nivel pobre de aciertos, aparecerían como más familiares que otros a los alumnos de una y otra población. Se sugiere profundización del análisis tanto en extrapolación como en aptitud científica en general y la implementación preventiva desde 1er. año de experiencias válidas, recreadoras, en ese sentido

La extrapolacion erronea como defecto frecuente en alumnos de medicina / Erroneous extrapolation as a frequent defect in medical students

El desarrollo de la aptitud científica (cúmulo de habilidades cognitivas que sustentan el manejo metódico de la información) resulta indispensable para la docencia, el aprendizaje, la investigación, la vida profesional y la vida diaria. La extrapolación criteriosa es una de esas habilidades, cuyo uso correcto y erróneo en estudiantes de Medicina escudriña este trabajo. Se analisaron 118 alumnos de una población motivada, potencialmente experimentada y adaptada a la Facultad. De ellos, 103 cursaban 2º años y los 15 restantes, años superiores. Se los expuso simultáneamente y sin posibilidad de intercambio de opiniones, a tres situaciones-problemas (de respuesta abierta, con enfoques distintos - gráfico metodológico, clínico y general inespecífico - y validadas previamente). Los resultados como defecto frecuente y señalarían su adquisición y reforzamiento trascucrricular como deficientes. Ciertos diseños, aún dentro del nivel pobre de aciertos, aparecerían como más familiares que otros a los alumnos de una y otra población. Se sugiere profundización del análisis tanto en extrapolación como en aptitud científica en general y la implementación preventiva desde 1er. año de experiencias válidas, recreadoras, en ese sentido (AU)