Introduction to Teaching the History of Behavior Analysis: Past, Purpose, and Prologue.

This article introduces a special section of Perspectives on Behavior Science on teaching the history of behavior analysis. Although behavior is distinctive, behavior analysis is diverse, and the history of behavior analysis is deep, teaching the field's history often is not. The special section offers means for remedying this. The introduction has three sections. First, it relates the genesis of the special section: the 2018 meeting of the Association for Behavior Analysis International and, before that, the 2015 meeting of Cheiron: The International Society for the History of the Behavioral Sciences. Second, it addresses the purposes-reasons and rationales-for teaching history, especially the history of behavior analysis. And third, it offers a prologue for teaching the field's history based on a review of what is taught or not in recent textbooks and handbooks on the field's basic and applied research and their conceptual foundations. In its conclusion, the article previews the section's other articles: (1) three exemplars on how history can be embedded in courses on the field's foregoing three subdisciplines; (2) an exemplar of teaching history in a stand-alone course on the field's history overall; (3) a discussion that addresses how to improve instruction in these courses through narrative methods; and (4) a conclusion about the present and future of teaching the field's history (e.g., giving the history of behavior analysis away).

Confluence of Science and History in the Experimental Analysis of Behavior Course.

This is a review of content and method for incorporating the history of the experimental analysis of behavior (EAB) into the EAB course, although the material also could be adapted for any course related to the topics of learning and behavior change, or the history of psychology. Six elements associated with establishing a new discipline are considered as a framework for introducing the history of EAB: the intellectual leader/founding scientist(s), early proponents of the new area who advance and elaborate on the founder's ideas, the cultural context in which the discipline develops, a set of methods, a textbook, and means of communicating with other, similarly inclined scientists. The historical ebb and flow of research and some of the reasons for these shifts are discussed next, with examples of EAB research themes that have shifted over time. Illustrating the history of EAB with specific milestone experiments seems a useful way to both introduce substantive research and its history. To that end, milestone experiments in EAB are discussed. The review ends with considerations about locating historical material within the EAB course.

La formación de las especialidades de Ciencias Básicas Biomédicas en Pinar del Río / The training of specialties of Basic Biomedical Sciences in Pinar del Río

RESUMEN Introducción: la calidad del desempeño profesoral en la educación médica es una necesidad, particularmente en la enseñanza de las ciencias básicas. La especialidad de Ciencias Básicas Biomédicas tiene como propósito fundamental proporcionar la posibilidad al graduado de Medicina y Estomatología de formarse como cuadro científico pedagógico, investigaciones o ambas. Objetivo: mostrar la evolución histórica de la formación de especialistas de Ciencias Básicas Biomédicas en la Universidad de Ciencias Médicas de Pinar del Río. Métodos: se realizó un estudio cualitativo de carácter descriptivo y de corte histórico con el empleo de métodos teóricos y empíricos. Resultados: se caracterizó el proceso de formación de especialistas de las ciencias básicas biomédicas en la provincia y su aporte a las necesidades del proceso docente educativo. Conclusiones: la enseñanza de las Ciencias Básicas Biomédicas en Pinar del Río ha transitado por tres etapas según los requerimientos del proceso formativo. Se ha producido el desarrollo profesional de estos especialistas desde el perfeccionamiento de las competencias para su desempeño como profesores, lo que ha repercutido en el crecimiento de la institución y su visibilidad en el exterior.

ABSTRACT Introduction: the quality of professor performance in medical education is a necessity, particularly in the teaching of the basic sciences. The specialty of Basic Biomedical Sciences has as fundamental purpose to provide the possibility to the graduates of Medicine and Dentistry to be trained as a pedagogical scientific team of specialists, investigative or both. Objective: to show the historical evolution of the training of specialists in Basic Biomedical Sciences at Pinar del Río University of Medical Sciences, from 2019. Methods: a qualitative study of a descriptive and historical nature was carried out using theoretical and empirical methods. Results: the process of training specialists in the basic biomedical sciences in the province and their contribution to the needs of the educational teaching process was characterized. Conclusions: the teaching of Basic Biomedical Sciences in Pinar del Río went through three stages according to the requirements of training process, produced in the professional development of its specialists from the improvement of competences for their performance as professors and researchers, with the consequent favorable repercussion in the majority of the times of the institution and its visibility abroad, the first certified University of Medical Sciences of the country.

La política de gastos compensatorios de Batista en la perspectiva pedagógica de la educación médica / Batista’s policy of compensatory expenses in the pedagogical perspective of medical education

Introducción: la política económica aplicada por Fulgencio Batista en Pinar del Río durante el período 1952-1958, ha sido poco explorada en el proceso de enseñanza aprendizaje de la historia en las ciencias médicas. Objetivo: caracterizar la política de gastos compensatorios aplicada por Batista en Pinar del Río durante el período 1952-1958, en el marco del proceso de enseñanza aprendizaje de la historia en las ciencias médicas. Material y método: el análisis se sustentó en el método materialista dialéctico por su carácter integrador y orientador del sistema de métodos teóricos, empíricos y estadísticos aplicados, para el establecimiento del marco referencial y la conformación de las consideraciones relativas al objetivo declarado. Resultados: se precisan las tendencias del análisis histórico sobre la política de gastos compensatorios de Batista, se caracteriza su implementación en Pinar del Río durante el período 1952-1958 y en el marco del proceso de enseñanza aprendizaje de la historia en las ciencias médicas y se determinan sus regularidades en el dominio del conocimiento sobre el objeto, en la universidad de Ciencias Médicas de Pinar del Río. Conclusiones: la caracterización de la referida política en Pinar del Río, constituye una oportunidad para estimular la actividad investigativa del estudiante de las ciencias médicas en el marco del proceso de enseñanza aprendizaje de la historia y posibilita preparación ideológica para enfrentar tergiversaciones históricas sobre el papel desempeñado por el dictador en la región, constituyendo el tributo básico del tema abordado al modelo del profesional.

Introduction: the economic policy pursued by Fulgencio Batista in Pinar del Rio during the period 1952-1958, has been little explored in the process of learning of history in the medical sciences. Objective: to characterize the policy of compensatory fees applied by Batista in Pinar del Rio during the period 1952-1958 as part of the process of learning of history in the medical sciences. Methods: the analysis was based on the dialectical materialist method for its inclusiveness and guiding system applied theoretical, empirical and statistical methods for the establishment of the framework and the establishment of the considerations stated objective. Results: historical trends analysis on policy Batista compensatory expenses are needed, its implementation is characterized in Pinar del Rio during the period 1952-1958 and in the framework of the process of learning of history in medical science and determine regularities in the domain of knowledge on the subject, at the University of Medical Sciences of Pinar del Río. Conclusions: the characterization of the policy referred to in Pinar del Rio, is an opportunity to stimulate student research activity of the medical sciences in the framework of the teaching and learning of history and ideological preparedness for possible historical misrepresentations on paper played by the dictator in the region, constituting the basic theme addressed tribute to the professional model.