Integrating scientific with histologic and embryologic competencies D’Ottavio Cattani, Alberto Enrique Medicine Integration Science Histology Embryology Competencies Medicina Integración Ciencia Histología Embriología Competencias The author deeply acknowledges his unforgettable friend Norberto David Bassan MD (†) for his invaluable collaboration in the original design. This design not only influenced most of our publications cited in the references, but it was fed back by them in an enriching circle. Likewise, the author wishes also to thank the permanent, friendly, and fruitful help received from Professor Oscar Adelmo Bottasso MD, Ph.D, former Director of the Institute of Clinical and Experimental Immunology of Rosario (IDICER, CONICET-UNR), member of the Provincial and National Academy of Medicine and Distinguished Doctor and Master of Medicine of the city of Rosario (Rosario, Argentina). Objective: Given the relevance of scientific training in undergraduates whatever their future professional practice and viewing that consistent bibliographic usually limit scientific training to a component of the medical curriculum, this approach intends to go a step further seizing each discipline of the medical curriculum for developing progressively scientific competencies. In this context, a strategy, integrating scientific and disciplinary competencies (in this case, Histology and Embryology), is presented Material and Method: The strategy was applied for fifteen years to 2000 ± 500 students per year while they were studying Histology and Embryology, one of the first-year disciplines. It included planning steps carried out by Ph.D. professors as well as the implementing and evaluating ones in charge of these professors and properly trained teachers Results: Averages of percentages of enrolled students who did not start the course, who dropped out before being able to take the final disciplinary evaluation, who could take it and who were promoted to the second year during fifteen years are registered. Likewise, an average of 80% of them satisfied with this strategy and the positive impact on the corresponding competencies of Biology, another first-year discipline, are also recorded. Conclusions: This strategy, implemented between 1986 and 2001, proved viable and fruitfully relevant until a curricular transformation limited its continuation without generating its equivalent replacement. Beyond the elapsed time since then and the reasons hindering its full accomplishment, this long-standing approach is rescued so that it may eventually be considered and improved by those who may value it profitably for their curricula. Objetivo: Dada la relevancia de la formación científica en los estudiantes de grado, cualquiera sea su futura práctica profesional, y dado que consistentes reportes bibliográficos limitan usualmente el entrenamiento científico a una parte del currículo, este enfoque intenta ir un paso más allá aprovechando cada disciplina del currículo médico para desarrollar progresivamente competencias científicas. En este marco, es presentada una estrategia que integra tales competencias con las histológico-embriológicas. Material y Método: Dicha estrategia fue implementada durante quince años a 2000 ± 500 alumnos por año mientras cursaban Histología y Embriología, una de las disciplinas de primer año, e incluyó etapas planificadoras a cargo de Profesores Doctores, así como otras, implementadoras y evaluadoras, a cargo de éstos y de docentes debidamente entrenados. Resultados: Son registrados los promedios de porcentajes de alumnos inscriptos que no iniciaron el curso, que desertaron antes de estar habilitados para el examen final disciplinar, que lo cumplieron y que se promovieron a segundo año a lo largo de ese periodo. Asimismo, se da cuenta del promedio de satisfacción del alumnado con esta estrategia (80%) y de su impacto positivo sobre las correspondientes competencias en Biología, otra disciplina de primer año. Conclusiones: Esta estrategia, implementada entre 1986 y 2001, se mostró viable y fructuosamente relevante hasta que una transformación curricular limitó su prosecución sin generar su equivalente reemplazo. Más allá del tiempo transcurrido desde entonces y de las razones que dificultaron su pleno cumplimiento, se rescata este perdurable enfoque para que eventualmente sea considerado y mejorado por quienes lo valoren de manera provechosa para sus currículos. 2022-02-23T11:48:57Z 2022-02-23T11:48:57Z 2021-06 journal article D’Ottavio Cattani, Alberto Enrique. Integrating scientific with histologic and embryologic competencies. Actual Med. 2021; 106(813): 152-156. [DOI: 10.15568/am.2021.813.or01] http://hdl.handle.net/10481/72967 10.15568/am.2021.813.or01 eng http://creativecommons.org/licenses/by-nc-sa/3.0/es/ open access Atribución-NoComercial-CompartirIgual 3.0 España Universidad de Granada