[Erroneous extrapolation as a frequent defect in medical students]. / La extrapolación errónea como defecto frecuente en alumnos de medicina.

Scientific aptitude development, useful for methodic management of information, is indispensable for teaching and learning, investigation, medical practice and customary life. Correct extrapolation is one of its components. This work deals with appropriate use of extrapolation among medical students. 118 students from a potentially experimented, interested and adapted population were analyzed (103 coursing 2nd. year and the others, last years). All of them were exposed simultaneously and without opportunities of exchanging opinions, to three tests: graphical, clinical and general (open answer). Results point out extrapolation as a current defect in the studied population. Deficiencies in related teaching experiences are also revealed. On the other hand, certain designs--although in the general low level of correct answers--appeared more familiar than others to the students. A deepening of analysis in extrapolation scientific aptitude and preventive exposition to valid experiences since 1st. year of medical career is proposed.

La extrapolación errónea como defecto frecuente en alumnos de medicina. / [Erroneous extrapolation as a frequent defect in medical students]

Scientific aptitude development, useful for methodic management of information, is indispensable for teaching and learning, investigation, medical practice and customary life. Correct extrapolation is one of its components. This work deals with appropriate use of extrapolation among medical students. 118 students from a potentially experimented, interested and adapted population were analyzed (103 coursing 2nd. year and the others, last years). All of them were exposed simultaneously and without opportunities of exchanging opinions, to three tests: graphical, clinical and general (open answer). Results point out extrapolation as a current defect in the studied population. Deficiencies in related teaching experiences are also revealed. On the other hand, certain designs--although in the general low level of correct answers--appeared more familiar than others to the students. A deepening of analysis in extrapolation scientific aptitude and preventive exposition to valid experiences since 1st. year of medical career is proposed.

[Innovative approach of teaching-learning of histology and embriology]. / Enfoque innovador de la enseñanza-aprendizaje de histología y embriología.

The paper presents an innovative approach to the teaching-learning of histology and embryology. The traditional teaching of the subject in the Faculty of Medical Sciences of Rosario National University, Santa Fe, Rosario, Argentina, up to 1974 is subjected to critical analysis, and on this basis the need for the innovation is propounded and the method for applying it proposed. A detailed account is given of the theoretical framework of the experiment reported, of the general and specific objectives of the teaching-learning technique, and of the thematic units into which the curriculum was divided. In the teaching-learning plan followed--described in the article--the conventional professorial lecture and its accompanying practical demonstrations are replaced by round tables and theoretical-practical tasks requiring active involvement and integrating theory and practice, in which teams tackle problems under teacher coordination. It also provides for evaluation of the students, teachers and course and eliminates the conventional examination.

Enfoque innovador de la enseñanza-aprendizaje de histología y embriología / Innovative approach of teaching-learning of histology and embriology

The paper presents an innovative approach to the teaching-learning of histology and embryology. The traditional teaching of the subject in the Faculty of Medical Sciences of Rosario National University, Santa Fe, Rosario, Argentina, up to 1974 is subjected to critical analysis, and on this basis the need for the innovation is propounded and the method for applying it proposed. A detailed account is given of the theoretical framework of the experiment reported, of the general and specific objectives of the teaching-learning technique, and of the thematic units into which the curriculum was divided. In the teaching-learning plan followed--described in the article--the conventional professorial lecture and its accompanying practical demonstrations are replaced by round tables and theoretical-practical tasks requiring active involvement and integrating theory and practice, in which teams tackle problems under teacher coordination. It also provides for evaluation of the students, teachers and course and eliminates the conventional examination (Au)