Pedagogic and didactic renovation for histology and embryology learning. A 15 years experience

Abstract

This paper describes the pedagogical and didactical renovation carried out betwecn 1986 y 2001 in the Cathcdra of Histology ami Ernbryologv (Faculty of Medical Sciences. National University of Rosario). This process, initiated witli pilot tests during early 70s and a fuli lcngth paper in late 70s. was centcrcd in differential activities performed by teachers and stuclents. I)eing adapted to the massive and no restricted admission during that period (2000 ± 500 students). The design includeci individual anci/or group management of self-learning and self-evalu alioli modules, training laboratories in microscopic diagnosis using protocois similar lo clinical records, problem-solving sessions and theoretical sessions of consult and relearning, placed at the end of the aforesaid learning situations. Learningfollowecl a dlecreasing support trajectory (complete ó restrictec1 Ó mínima] or absent) for reaching a systemic self-learning, relevant for incessant medical education. Its permanence and optimal results along 15 years encourage &ts to present this morid as a valid and reliablc one for Faculties with histological aoci embryological contents developeci in a traditional formal or as a contribution to Ihe passage from a traclitional curriculum with independent subjects Lo other, renovated or innovative, with varied grades of integration.