La Escuela Finochietto. Una mirada personal retrospectiva y prospectiva / Finochietto School. A personal retrospective and prospective view

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)

El final del Hospital Rawson y la diáspora finochiettista. A 45 años de estos hechos / The end of the Rawson Hospital and the finochiettista diaspora. 45 years after these events

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)

The medieval skincare routine according to the formulations of Madgistra Trotula and the Medical School of Salerno and its reflection on cosmetology of the third millennium.

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.

Carnegie and Rockefeller's Philanthropic Legacy: Exclusion of African Americans From Medicine.

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.

[Development of medicine in Lwów (Lemberg, Lviv). Part 1: beginnings and establishment of urology until 1944]. / Entwicklung der Medizin in Lwów (Lemberg, Lwiw). Teil 1: Anfänge und Etablierung der Urologie bis 1944.

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.

O Desenvolvimento Docente na FMRP-USP: contexto histórico / Faculty Development at Ribeirão Preto School of Medicine at University of São Paulo (FMRP-USP): A contextualized historical review

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)

[Granting of venia legendi as an indicator of specialization : Victor von Ivánchich de Margita (1812-1892) "Lecturer for surgery of the urogenital organs" in Vienna in 1851]. / Die Erteilung der Venia legendi als Gradmesser einer einsetzenden Fachdifferenzierung : Victor von Ivánchich de Margita (1812­1892) "Docent für die Chirurgie der Harnorgane" in Wien, 1851.

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.

[Tokyo Bones Find and human experiments by the army medical school in Tokyo].

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).

[The westward migration of Tongji Medical College during the Anti-Japanese War].

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.

Medical education: the historical framing of the medical curriculum and the challenges of renewal in the 21st century / Educação médica: a construção histórica do currículo médico e os desafios de renovação no século XXI

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.

[Formation of neurology in the Daghestan (to the 85th anniversary of the Department of Nervous Diseases, Medical Genetics and Neurosurgery, Daghestan State Medical University)]. / Stanovlenie nevrologii v Dagestane (k 85-letiyu kafedry nervnykh boleznei, meditsinskoi genetiki i neirokhirurgii Dagestanskogo gosudarstvennogo meditsinskogo universiteta).

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.

Franklin Mall, the first basic scientist of pediatric surgery.

Franklin Mall (1862-1917) made fundamental discoveries in the embryology of malrotation and the development of the diaphragm, pathological conditions basic to pediatric surgery. As the inaugural professor of anatomy at the new Johns Hopkins University School of Medicine when it opened in 1893, Mall was among the first fulltime researchers in basic medical science in American medical schools, a new role that came to characterize the modern academic medical center.

Guadalupe: el aprendizaje como enfermero de los pobres / Guadeloupe: learning as a nurse for the poor

El ponente profundiza en un periodo no demasiado conocido de la vida de Juan de Dios, como fue la estancia que realizó en el monasterio de Guadalupe en Extremadura, por consejo de su guía espiritual Juan de Ávila. Aunque tradicionalmente se ha aceptado que este viaje tuvo un marcado acento espiritual, lo cierto es que existen sobrados argumentos para entender que también lo hizo para asistir al hospital que los jerónimos tenían anexo al monasterio, hoy hospedería. Para el prof. Ventosa es plausible pensar que debió asistir a algunas enseñanzas en su famosa escuela de Medicina, una de las más reputadas desde la Edad Media (AU)

[Salerno, the first medical school in Europe - Birthplace of university medicine]. / Salerno, die erste Medizinschule Europas ­ Die Geburtsstätte der Hochschulmedizin.

Salerno in southern Italy is regarded as the birthplace of modern European university medicine. A practical and scientifically oriented medical discipline developed from monastic and monastery medicine. The Salernitan school, which considered itself as "Civitas Hippocratica", was based initially on the traditions of Hippocrates, the Alexandrian doctors and Galen. In the 11th century a new era began with Constantinus Africanus, who translated the scripts of Greco-Arabic medicine into Latin. By the 12th century, nearly the entire literature by Aristotle, Hippocrates, Galen, Avicenna and Rhazes was available in Latin. Salerno became an important medical training centre - for women and men - with a fixed course curriculum and provided a public health system. Medical training was firmly established under Emperor Friedrich II who placed it under state supervision.

Undergraduate medical education in Nigeria: current standard and the need for advancement.

The post-independence era in Nigeria ushered in an array of fundamental structuring and development in all sectors of the Nigerian economy including medical education and training. This era saw the establishment of medical schools across the country which mirrored the medical curriculum of British universities. This paper dives into the general structure of undergraduate medical education in Nigeria, its historical background and how it compares with neighboring and distant countries. Since the undergraduate medical education curriculum has not seen significant modifications since conception, this paper presents the challenges of the existent structure to include biased admission process, emphasis on irrelevant pre-medical courses, paucity of of technologically-advanced teaching and learning aids, increased workloads of lecturers amongst others. Importantly, solutions and recommendations are prescribed in this paper, which if considered, may improve undergraduate medical training in Nigeria, and ultimately improve the standard of healthcare service provision in the country.

La universidad médica en Cuba durante la etapa colonial / The medical university in Cuba during the colonial period

RESUMEN Se realizó una investigación sobre la universidad médica en Cuba, incluyendo la enseñanza de la Medicina y la Estomatología, con el objetivo de explicar su evolución histórica durante la etapa colonial. Se enfatizó en las principales figuras que ejercieron en este período, las primeras publicaciones médicas, y las instituciones y centros asistenciales que regían la práctica de la medicina. Se concluye que la universidad médica en Cuba se fundó sobre una base escolástica y tradicionalista. A partir de 1842, la enseñanza de la Medicina se desarrolló con la creación de nuevos planes de estudios, el incremento de profesionales capacitados, la publicación de revistas científicas de alto prestigio, y la aparición de centros docentes de gran calidad (AU).

ABSTRACT A research was carried out on the medical university in Cuba, including the teaching of Medicine and Dentistry, with the aim of explaining its historical evolution during the colonial period. The authors emphasized the main figures who worked during this period, the first medical publications, and the institutions and healthcare centers that implemented the practice of medicine. It is concluded that the medical university in Cuba was founded on a scholastic and traditionalist basis. From 1842, the teaching of Medicine developed with the creation of new curricula, the increase of trained professionals, the publication of high-quality scientific journals, and the emergence of high-quality teaching centers (AU).

How Should We Respond to Racist Legacies in Health Professions Education Originating in the Flexner Report?

The Flexner Report damaged and marginalized historically Black medical schools, which today produce more than their fair share of Black medical graduates. As physicians, graduates of Black medical schools have confronted head-on the inequities of American responses to COVID-19 that the pandemic has laid bare to the world. Black physicians' leadership roles in American health care and in American communities have informed the reimagination of health care and medical education as just and inclusive.