Experiencia de implantación de un método docenteconstructivista en la enseñanza de la medicina legal. La libertad de prescripción como ejemplo / Implementation of a constructivist teaching method for the learning of legal medicine. Freedom of prescription as example

Introducción. El método constructivista va implantándose lentamente en la formación médica. En este tipo de aprendizaje, es el alumno el que va a construir el conocimiento sobre las bases cognitivas que ya posee. El profesor que sigue este método no se limita a suministrar un conocimiento ya elaborado, sino que ha de dirigir al alumno en su proceso autónomo y activo de aprendizaje. La principal limitación es el tiempo necesario para llevarlo a cabo con éxito porque obviamente el alumno necesita una información previa y un tiempo de elaboración y procesamiento de esos datos para conseguir construir un aprendizaje duradero. En el texto que sigue se describe la experiencia de la aplicación del método constructivista a la enseñanza de la medicina legal. Materiales y métodos. Se ha utilizado uno de los seminarios programados en la asignatura (prescripción médica) para ensayar las posibilidades de este método de aprendizaje en medicina y determinar su validez. Resultados y conclusiones. Los resultados muestran que el método, en cualquiera de sus modalidades, es especialmente idóneo para el estudiante profesional médico porque obliga a una integración eficiente de la información recibida y la elaboración de unos supuestos que serán sometidos a una revisión crítica, lo que será de aplicación en la práctica diaria de su profesión (AU)

Introduction. The constructivist learning method is being slowly implanted in medical training. In this type of learning, the student builds his knowledge from the cognitive foundations that already has. The professor who follows this method does not limit itself to provide an elaborated knowledge, but must lead the students in their autonomous and active learning process. The main limitation of this method is the time needed to carry it out successfully because the student needs previous information and a time to prepare and to process the provided data in order to build a consolidated learning. In the following text the experience of implementing the constructivist approach to the teaching of legal medicine is described. Materials and methods. We used one of the workshops scheduled on the subject-prescription-to test the potential of this learning method in medicine and to determine its validity. Results and conclusions. The results show that the method in all its forms is particularly suited for the medical student and professional because it requires an efficient integration of information and the development of some assumptions which will put under a critical review, and will be applied in the daily practice of their profession (AU)

Randomised clinical trials: a source of ethical dilemmas.

Advances in medicine are closely linked to clinical research, but certain study procedures may be in conflict with the fundamental principles of ethics and codes of conduct in medicine. Following an analysis of two studies involving treatments for acute myocardial infarction (AMI), the admissibility of continuing a study was questioned after the initial results for two types of treatment showed that one was significantly better than the other. Also considered doubtful was the information provided to patients with the object of obtaining their informed consent.

A dangerous design for a mountain bike.

The case of a man's death as a consequence of an accident with a mountain bike was examined. Despite only slight external injuries, a general examination revealed the existence of a rupture of the diaphragm which was the ultimate cause of death. The discussion reconstructs the way the accident occurred and briefly analyses the consequences of safety design in two-wheeled vehicles.

Persistent lipsticks and their lip prints: new hidden evidence at the crime scene.

Latent lip print test results produced by permanent lipsticks are presented in this work. This cosmetic product, contrary to conventional lipsticks, does not leave visible prints and can thus be overlooked at the crime scene. As print vehicles the study used ceramics, glass, cotton fabric and paper. Lip prints were left to dwell for different periods and were later developed using aluminum powder, cobalt oxide powder and magnetic powder. The results show that identifiable lip prints can be obtained up to 30 days after being produced.