Enseñanza de la Anatomía Humana en la Universidad Austral de Chile: Pasado, Presente y Futuro / Teaching of Human Anatomy at the Universidad Austral de Chile: Past, Present and Future

La presente revisión narrativa trata de caracterizar como ha sido el proceso de enseñanza de la anatomía en la Universidad Austral de Chile (UACh), presentando una visión histórica desde los inicios de la Universidad a los tiempos actuales y una reflexión sobre el futuro de la Anatomía Humana. Se describen los orígenes del Instituto de Anatomía de la UACh, primeros académicos, logros institucionales, convenios interinstitucionales; además, se detallan los métodos y estrategias educativas utilizadas en la actualidad para la enseñanza anatómica y se presenta una visión panorámica del porvenir como instituto de docencia e investigación en el campo de la Anatomía humana.

SUMMARY: This narrative review tries to characterize how the anatomy teaching process has been carried out at the Universidad Austral de Chile (UACh), presenting a historical vision from the beginnings of the University to the present time and a reflection on the future of Human Anatomy. The origins of the Human Anatomy Institute at the UACh, first academics, institutional achievements, inter-institutional agreements are described; in addition, the educational methods and strategies currently used for anatomical teaching are detailed and a panoramic vision of the future as a teaching and research institute in the field of human anatomy is presented.

Historia de la enseñanza universitaria / History of university education

El vocablo "universidad" viene del latín universitas, término que hace referencia a "totalidad" o "reunido en un todo". Históricamente fue conformado por el grupo de "los que enseñan" y el de "los que aprenden". Una de las primeras universidades fue la Universidad de Bologna donde si bien predominaban los estudios jurídicos, también se dictaban filosofía, teología, farmacia, astronomía, matemáticas y medicina. Su contrapartida fue la Universidad de París, donde se enseñaba fundamentalmente teología. En esta última institución los pontífices se reservaron la vigilancia de su actuación y enseñanza. La universidad moderna surge del modelo de Guillermo Humboldt, en el que se restablece la coexistencia de la ciencia y la investigación, que constituyen el germen de nuestra relación docencia - investigación. En las universidades de América Latina se destaca la reforma universitaria de Córdoba, uno de cuyos puntos centrales fue la autonomía universitaria, definida como la facultad de los estudiantes de dirigir la Universidad sin la intromisión de los poderes del estado, en el ámbito propio de la deliberación y la decisión libre de los alumnos y maestros, despojados de toda autoridad diferente a su capacidad docente. (AU)

The word "university" comes from the Latin universitas, a term that refers to "totality" or "united as a whole". Historically it was formed by the group of "those who teach" and "those who learn". One of the first universities was the University of Bologna where, although legal studies predominated, philosophy, theology, pharmacy, astronomy, mathematics and medicine were also taught. Its counterpart was the University of Paris, where theology was the main subject. In the latter institution, the pontiffs reserved for themselves the supervision of their actions and teaching. The modern university arises from the model of William Humboldt, in which the conjunction of science and research is reestablished, which constitute the germ of our teaching-research relationship. In Latin American universities, the university reform of Córdoba stands out, one of the central points of which was university autonomy defined as the faculty of students to direct the University, without the interference of the powers of the state, in the proper scope of deliberation and free decision of students and teachers, stripped of any other authority different from their teaching capacity. (AU)

Experiência de uma capacitação virtual durante à COVID-19: Fortalecimento do ensino da história da Enfermagem / Experience of virtual training during covid-19: strengthening the teaching of nursing history / Experiencia sobre una formación virtual durante la covid-19: reforzar la enseñanza de la historia de la enfermería

Objetivo: relatar as experiências obtidas com a Capacitação Virtual em História da Enfermagem no período de distanciamento social da pandemia da COVID-19. Método: relato de experiência da construção e execução de uma Capacitação por meio de mídia virtual, desenvolvida no ano de 2020, em uma parceria entre ações extensionistas dos museus das Escolas de Enfermagem de Universidades Públicas Federais/Brasil, com apoio da Associação Brasileira de Enfermagem. As experiências foram discutidas nos campos da História da Enfermagem e da Educação. Resultados: com um total de 132 inscritos, a Capacitação foi realizada por meio de quatro transmissões ao vivo através do Instagram. A utilização de lives de acesso livre ao público possibilitou alcançar em média 358 pessoas. Os formulários elaborados e distribuídos aos inscritos subsidiaram a estruturação dos conteúdos abordados durante os encontros, a criação de metodologias ativas disponibilizadas aos participantes para apoiar o ensino de História da Enfermagem e também a avaliação final da Capacitação. Conclusão: a Capacitação permitiu contornar as dificuldades impostas pelo distanciamento social e contribuiu para dar protagonismo aos envolvidos, constituindo uma rede de apoio ao ensino de História da Enfermagem.(AU)

Objective: to report the experiences obtained in the Virtual Training in Nursing History in the period of social distancing resulting from the COVID-19 pandemic. Method: experience report on the construction and implementation of training through virtual media, carried out in the year 2020 in a partnership between extensionist actions of the museums of the Schools of Nursing of federal public universities in Brazil, with the support of the Brazilian Association of Nursing Section Minas Gerais (ABEn). In the experiences, the fields of History of Nursing and Education were discussed. Results: with a total of 132 subscribers, the Training was carried out through four live broadcasts on Instagram. The use of lives with free access to the public made it possible to reach, on average, 358 people. The forms prepared and distributed to those enrolled supported the following steps: structuring the content addressed during the meetings; the creation of active methodologies available to participants to support the teaching of History of Nursing; and the final evaluation of the Training. Conclusion: training made it possible to overcome the difficulties imposed by social distancing and contributed to giving prominence to those involved, constituting a support network in the teaching of Nursing History.(AU)

Objetivo: contar las experiencias de la Formación Virtual en Historia de la Enfermería en el período de distanciamiento social de la pandemia del COVID-19. Método: relato de cómo fue la experiencia de la creación y ejecución de una Formación a través de medios virtuales, desarrollada en el año 2020, en una alianza entre acciones extensionistas de los museos de las Escuelas de Enfermería de las Universidades Públicas Federales/Brasil, con apoyo de la Asociación Brasileña de Enfermería. Las experiencias fueron discutidas en los campos de Historia de la Enfermería y de la Educación. Resultados: con un total de 132 inscritos, la Formación se llevó a cabo mediante cuatro transmisiones en directo a través de Instagram. El uso de ''en directos" de libre acceso al público permitió llegar a una media de 358 personas. Los formularios elaborados y distribuidos a los participantes apoyaron la estructuración de los contenidos abordados durante los encuentros, la creación de metodologías activas a disposición de los participantes para apoyar la enseñanza dela Historia de la Enfermería y también la evaluación final de la Formación. Conclusión: la Formación permitió superar las dificultades impuestas por el distanciamiento social y contribuyó a dar protagonismo a los implicados, constituyendo una red de apoyo a la enseñanza de la Historia de la Enfermería.(AU)

In Celebration of the 100th Anniversary of Shanghai University.

To celebrate the 100th anniversary of Shanghai University, Chemistry - An Asian Journal worked closely with Prof. Hongbin Zhao, Prof. Dengsong Zhang, Prof. Yang Yu, Prof. Liqiang Luo and Prof. Jiaqiang Xu from Shanghai University to launch this special collection. More than 30 contributions were assembled, covering topics in organic chemistry, inorganic chemistry, physical chemistry, analytical chemistry and environmental chemistry to highlight the significant contributions that chemists connected with Shanghai University made.

[Dr. Juan Noé and the birth of cell biology in Chile]. / El doctor Juan Noé y el nacimiento de la biología celular en Chile.

Dr. Vicente Izquierdo San Fuentes was the first professor of Histology at the Faculty of Medicine of the University of Chile. In that Chair, cell theory strongly radiated to new generations of health students. However, the conditions for the creation of the discipline of General or Cell Biology were not yet ripe. Almost three decades later, Dr. Juan Noé Crevani was hired in Italy to lead Medical Zoology in 1912. From the heterogeneous discipline of Medical Zoology, Dr. Noé managed to create in 1926 the new chairs of General Biology, Embryology-Comparative Anatomy and Parasitology. His vision of biology as an essentially dynamic and experimental science, contributed to modernize and encourage the development of different areas of biology in Chile. Retaining their full independence, these chairs met in 1931, in a new organization called the Juan Noé Institute of Biology, which lasted until the university reform of 1968. Afterwards, the departments of Biology and Genetics, Parasitology, Human Anatomy and Histology were created. In 1998, a new reorganization of the Faculty of Medicine of the University of Chile began, creating the so-called Institute of Biomedical Sciences (ICBM) that houses several disciplinary programs that replaced the old departments.

[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.

El doctor Juan Noé y el nacimiento de la biología celular en Chile / Dr. Juan Noé and the birth of cell biology in Chile

Dr. Vicente Izquierdo San Fuentes was the first professor of Histology at the Faculty of Medicine of the University of Chile. In that Chair, cell theory strongly radiated to new generations of health students. However, the conditions for the creation of the discipline of General or Cell Biology were not yet ripe. Almost three decades later, Dr. Juan Noé Crevani was hired in Italy to lead Medical Zoology in 1912. From the heterogeneous discipline of Medical Zoology, Dr. Noé managed to create in 1926 the new chairs of General Biology, Embryology-Comparative Anatomy and Parasitology. His vision of biology as an essentially dynamic and experimental science, contributed to modernize and encourage the development of different areas of biology in Chile. Retaining their full independence, these chairs met in 1931, in a new organization called the Juan Noé Institute of Biology, which lasted until the university reform of 1968. Afterwards, the departments of Biology and Genetics, Parasitology, Human Anatomy and Histology were created. In 1998, a new reorganization of the Faculty of Medicine of the University of Chile began, creating the so-called Institute of Biomedical Sciences (ICBM) that houses several disciplinary programs that replaced the old departments.

Diálogos entre C. G. Jung e William James: as pesquisas psíquicas / Diálogos entre C. G. Jung e William James: las investigaciones psíquicas / Dialogues between C. G. Jung e William James: the psychical researches

RESUMO. C. G. Jung e William James compartilhavam uma série de interesses de pesquisa. Por ocasião da Conferência realizada na Universidade de Clark, no ano de 1909, os dois autores tiveram a oportunidade de se encontrar e conversar. Os debates abordaram temas que não estavam na pauta da conferência, especialmente pesquisas psíquicas, também chamadas modernamente de experiências anomalísticas ou relacionadas à 'psi'. Desde seu período como estudante de medicina, Jung se interessou pelos fenômenos anômalos da consciência, tendo pesquisado os principais autores associados ao espiritualismo dos séculos XVIII e XIX. William James foi pesquisador reconhecido dos chamados fenômenos psíquicos, tendo participado de sociedades como a Society for Psychical Research e a American Society for Psychical Research. Através de seus estudos, James e Jung buscavam contribuir para a psicologia dinâmica, também chamada de psicologia profunda. O objetivo deste artigo foi ampliar os diálogos estabelecidos na universidade de Clark, resgatando informações importantes acerca da teoria dos dois autores.

RESUMEN. C. G. Jung y William James compartían una serie de intereses de investigación. En la conferencia celebrada en la Universidad de Clark, en 1909, los dos autores tuvieron la oportunidad de encontrarse y conversar. Los debates se centraron en temas que no estaban en la agenda de la conferencia, especialmente en la investigación psíquica, también llamada en la actualidad experiencia anomalística o relacionada con la psi. Jung de su tiempo como estudiante de medicina se interesó por fenómenos anómalos de conciencia, después de habiendo investigado los autores principales asociados con el espiritualismo de los siglos XVIII y XIX. William James era conocido investigador de los llamados fenómenos psíquicos, y participó en las sociedades como la Society for Psychical Research y la American Society for Psychical Research. James y Jung a través de sus estudios trataron de contribuir a la psicología dinámica, también llamada psicología profunda. El propósito de este artículo es ampliar el diálogo establecido en la Universidad de Clark, rescatando la información importante acerca de la teoría de los dos autores.

ABSTRACT. C.G. Jung and William James shared several research interests. At the conference held at Clark University in 1909, the two authors could meet and talk. The debates were especially on topics regarding psychical research, contemporarily also called anomalistic or psi-related experiences, which were not considered on the conference schedule. Since his period as a medical student, Jung has been interested in anomalous phenomena of consciousness, having researched the prominent authors associated with the spiritualism of the 18th and 19th centuries. William James was a recognized researcher of the so-called psychic phenomena, participating in societies such as Society for Psychical Research and the American Society for Psychical Research. Through their studies, James and Jung aspired to contribute to dynamic psychology, also called depth psychology. This article aimed to broaden the dialogues established at Clark University, rescuing important information about the theory of the two authors.

[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.

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).

Vinculación del virólogo profesor Adolfo García Sastre con la Universidad de Salamanca y con la Real Academia Nacional de Farmacia / Relationship of the virologist professor Adolfo García Sastre with the University of Salamanca and the Royal National Academy of Pharmacy

Se detallan y comentan algunos datos biográficos relativos al virólogo Profesor Adolfo García Sastre correspondientes a su etapa como estudiante en la Facultad de Biología de la Universidad de Salamanca, durante los cursos finales de su Licenciatura (años 1981-1986), así como a los siguientes en que realizó su Tesis de Licenciatura (Tesina) en 1986,y Doctorado (1986-1990), en el Departamento de Bioquímica y Biología Molecular de dicha Facultad (Director: Prof.J.A. Cabezas); habiendo obtenido en ambas las máximas calificaciones y el Premio Extraordinario en la de Doctorado. También se resumen las líneas de investigación que cultivó en Salamanca hasta 1991 en colaboración con el director de ambas Tesis (el Profesor Titular Enrique Villar), el Profesor J.A. Cabezas y, a veces, otros. Los resultados obtenidos, así como los derivados de su breve etapa inmediata en el Instituto Pasteur de Paris, en coordinación con el Departamentos almantino, fueron publicados en revistas de Virología o de Bioquímica de gran prestigio y presentados en congresos nacionales e internacionales. Posteriormente, en su etapa americana en el Mount Sinai de Nueva York, entró en contacto con el Profesor Mariano Esteban, entonces trabajando en el Down state Medical Center de New York, SUNY, y ambos, conjuntamente con el grupo del New York University (NYU) dirigido por Ruth Nussenweig y Fidel Zavala, llevaron a cabo experimentos seminales de inmunología que abrieron las bases a la combinación de vacunas en protocolos prime/boosty activación de linfocitos TCD8+ con resultado de alta eficacia frente a patógenos. Estos protocolos están siendo implementados en numerosos ensayos preclínicos y clínicos. La contribución del Prof. García Sastre a la ciencia está actualmente en fase exponencial, abriendo nuevos horizontes en el entendimiento de la biología molecular de virus emergentes, su patología, interacción virus-hospedador y desarrollando nuevos procedimientos de control viral

Se detallan y comentan algunos datos biográficos relativos al virólogo Profesor Adolfo García Sastre correspondientes in the Biology School of University of Salamanca and during his PhD Thesis (1986-1990) in the Department of Biochemistry and Molecular Biology (Chairman Prof J.A. Cabezas), under the supervision of Prof. Enrique Villlar and obtaining the highest academic marks. The research lines that he established in collaboration with his Thesis director, with Prof.J.A Cabezas and others, as well as his results during his stay at the Pasteur Institute in Paris, are also highlighted. His findings in this period were published in prestigious Virology and Biochemistry journals and presented at national and international meetings. Thereafter, when he moved to Mount Sinai in New York, he met Prof Mariano Esteban, then working at Downstate Medical Center in New York, SUNY, and both, in collaboration with the group of Prof. Ruth Nus-senzweig and Fidel Zavala at New York University, set up seminal immunological studies that are the basis for combined vaccination approaches, prime/boost and activation of CD8+ T cells, now widely used in preclinical and clinical studies. The scientific research contributions of Prof. García Sastre are growing at an exponential rate, opening new horizon sin understanding the molecular biology of emerging viruses, their pathology virus-host cell interactions and strategies of virus control

Tributo ao Instituto de Nutrição Josué de Castro da UFRJ - 75 anos de história / Tribute to the Instituto de Nutrição Josué de Castro at UFRJ - 75 years of history

O presente editorial anuncia, neste número da revista, três manuscritos com o relato das realizações e conquistas do Instituto de Nutrição Josué de Castro (INJC), da Universidade Federal do Rio de Janeiro, no ensino de graduação, pós-graduação e extensão, ao longo de seus 75 anos de criação (1946-2021), como unidade formadora e produtora de conhecimento.

In this issue of the journal, the present editorial announces three manuscripts describingthe achievements and accomplishments of the Tribute to the Instituto de NutriçãoJosué de Castro (Josué de Castro Nutrition Institute) at UFRJ 75 years of history (INJC) at the Universidade FederaldoRio de Janeiro (UFRJ)(Federal University of Rio de Janeiro) in the undergraduate, graduate and extension courses over its 75 years since creation(1946-2021), as an educational and knowledge-producing unit.