Evolución histórica de la enseñanza sobre alimentación y nutrición humana en Santiago de Cuba / Historical evolution of teaching on human feeding and nutrition in Santiago de Cuba

El continuo perfeccionamiento de la enseñanza sobre alimentación y nutrición humana en las ciencias médicas constituye una necesidad, por lo cual se realizó un análisis de su desarrollo histórico en la provincia de Santiago de Cuba desde sus inicios en 1959 hasta la actualidad, respecto a la docencia, la asistencia, los servicios de salud y la investigación, a fin de profundizar en los conocimientos sobre el tema y que estos, a su vez, sean un aporte al proceso formativo en pregrado y posgrado, pues en ninguno de los casos se satisfacen plenamente las necesidades reales acerca de tan importante instrucción, que puede contribuir a mejorar la cultura alimentaria en la población cuando se utilizan procedimientos interactivos vinculados con las investigaciones sociales(AU)

The continuous improvement of teaching on human feeding and nutrition in the medical sciences constitutes a necessity, reason why an analysis of its historical development in Santiago de Cuba province was carried out from its beginnings in 1959 to the present time, regarding teaching, care, health services and investigation, in order to deepen in the knowledge on the topic and that these, in turn, be a contribution to the training process in pregraduate and posgraduate, because in none of the cases they do not fully satisfy the real needs about such an important instruction, which can contribute to improve the feeding culture in the population when interactive procedures are used linked with the social investigations(AU)

A century of premedical education.

The Flexner Report established guidelines for medical education and made the university the obligate home for medical education. Flexner mandated specific elements necessary for university-based premedical education. With the exception of the MCAT, much less attention has been paid to premedical education and its integration into the scope of medical education than to education within the confines of the medical school. This article reviews the history of premedical education, describes some recent critiques of premedical education, discusses a newer program for premedical education evolving at the University of Illinois at Chicago, and offers some suggestions for the future.

At the heart of a new profession: Margaret Stansfeld, a radical English educationalist.

It is argued here that Margaret Stansfeld, as Principal of Bedford Physical Training College from 1903 to 1945, succeeded in developing a strong and distinctive 'female tradition' which was widely disseminated by her students. She was realistic in recognizing the strength of opposition from a male-dominated society to women's participation in sport and physical exercise, and steadily overcame it. She achieved this partly by insisting on acceptably 'ladylike' behaviour from her students in conventional social situations, and also by bringing the work of the college into the public arena, through displays of gymnastics, through the use of elementary schools for part of the student teaching experience, through the running of a physiotherapy clinic where treatment was given free of charge, and through the use of students in the outpatients ward of the local hospital. Stansfeld herself was PE organizer for Bedford from 1923. But she was not afraid to fight against prejudice which was demonstrably based on false premises, e.g. medical opposition to women taking part in strenuous physical exercise, or to insist on appropriate clothing for women, however indecorous some might have considered it. The college's long-term success resulted from a series of factors: its curriculum and ethos, the networking process it fostered, the quality of the teachers it produced, the strength of the Old Students' Association, Stansfeld's willingness to embrace new ideas, and the growing academic respectability of the subject. The pivot of the whole process was Stansfeld herself - autocratic, austere, but an inspirational teacher - feared and loved. Students who succeeded were empowered - 'She prepared us for LIFE!' The success of her Old Students was the most important feature, e.g. Phyllis Colson, originator and director of the Central Council of Physical Recreation. Hundreds of others, less well known, in schools all over Britain and abroad, gave their pupils pride in themselves, not only through the experience of games, gymnastics and dance, but through moral example - 'fair play' - and many brought the newest innovations into schools (e.g. Elizabeth Swallow was the first to introduce Laban into a maintained school in 1939). Stansfeld's indomitable spirit was always in evidence, even at the end of her life - she returned to the office of Principal in 1948 at age 88, three years before her own death, after the unexpected death of her successor. It was this strength of will and character above all else which empowered her students as women and as teachers, and which enabled them in their turn to empower their own pupils, and so to replace the myth that physical activities were damaging to women with the growing realization that sport and physical recreation are as beneficial to women as they are to men. Stansfeld was justifiably recognized in her time as a pioneer in the advancement of women's PE, e.g. by the McNair Report (1942), which argued that nothing comparable had been achieved for men. She was the last survivor of the originators of women's PE, and the most influential. It is ironic that the rise of feminism in the second half of the century coincided with the dissipation of the female tradition, epitomised by Stansfeld, as physical education for women, developed by women, in the first half of the century increasingly came to be controlled by men in the second half. It is perhaps the ultimate demonstration of the success of Stansfeld's work that, despite this, at the beginning of the twenty-first century women are free to participate in and enjoy sport and physical leisure in a way that would have seemed impossible at the beginning of the twentieth.

Medical education in the later 19th century: the science take-over.

Established in 1858, the General Medical Council was responsible, inter alia, for improving the standard of medical education in Britain. It was agreed on all hands that there were serious deficiencies: there was far too much book-learning and not enough practical knowledge; students graduated who were wholly ignorant of important areas of medicine; there were 19 licensing bodies and the criteria for admission to practise differed widely. Debate continued from 1860 to 1890. A major question was, What sort of education should the student have received before he entered medical school? There were four common answers: (1) he should have received the preliminary education of 'a well-educated gentleman'; (2) he should know a good deal about everything; (3) he should have a better knowledge of science--but how to define science?; (4) he should have done well at school, never mind what he had studied. A second major question was, How should science and practical instruction be combined in the medical curriculum? Many defended the old and not quite dead apprenticeship system; a practical 'sandwich course' was even suggested. The debate ended with the Report of the GMC's Education Committee in 1890, which increased the length of the medical course from 4 years to 5 and brought chemistry, physics and biology into the early years. The amount of clinical work, however, although it was supposed to increase, remained very small.

333 Cedar Street: an oral history. A chapter in the history of contemporary medicine.

This paper contains excerpts and colloquies selected from interviews which will appear in a proposed book-length oral history of the Yale University School of Medicine. The book, which considers all the constituent members of the Yale academic medical community, is a statement about contemporary issues in medicine. Owing to space constraints, only excerpts from students appear in this paper. It is believed that these selections may be used as case studies to explore in depth issues of contemporary medical interest. The excerpts have been categorized into eight thematic clusters considering different aspects of premedical and medical school life.