scholarly journals From Medicus Philosophus to Medicus Religiosus, Or Why Wasn’t Medical Education Installed at the Vilnius Jesuit Academy

Problemos ◽  
2020 ◽  
pp. 120-129
Author(s):  
Dainora Pociūtė

The article deals with the absence of medical studies at the Vilnius Jesuit Academy. The question in the historiography is linked rather with the local peculiarities than the Jesuit attitude toward medicine in particular. Some attempts to establish medical studies in Vilnius during the 16th and 17th centuries are discussed in the context of Early-modern Jesuit universities that forbade Jesuits to involve themselves in academic medicine. The exclusion of medicine from Jesuit schools is analyzed as an intentional dissociation from the rise of the learned medicine and early modern philosophical tendencies of the medicalization of the soul. Jesuits also introduced the pattern of medicus religiosus instead of medicus philosophus, which represented their image of medical practitioner.

Author(s):  
Olivier Walusinski

After his classical high school education in Chatellerault, Gilles de la Tourette moved to Poitiers for his medical studies, which he then pursued in Paris. This chapter covers his student days and his career path within the hospital and university hierarchies and brings additional interesting information on the system of university examinations and French medical education. The author also discusses Gilles de la Tourette’s relationships with other notables of the time, for example, with Jules Claretie and Sigmund Freud, and his opinions regarding the legal affairs that marked his time. Unpublished archives are used to explore Georges Gilles de la Tourette’s numerous literary and medical activities.


Author(s):  
K. Marie Traylor ◽  
Jorge L. Cervantes ◽  
Cynthia N. Perry

Abstract Professional development is instrumental in the success of professionals and trainees in academic medicine. In response to medical student feedback requesting additional professional development opportunities, the Foster School of Medicine developed a distinction program, the Pathway for Preparing Academic Clinicians (PPAC), designed to deliver sought-after skill development and foundational knowledge in the three primary activities of academic medicine: medical education, research, and patient care. This distinction program addresses a curricular gap as identified by students and common to many UME curricula and also provides an opportunity for residency programs to identify student achievement within a pass/fail program.


2011 ◽  
Vol 2 (1) ◽  
pp. 49-52 ◽  
Author(s):  
Indrajit Banerjee ◽  
Akhilesh Chandra Jauhari ◽  
Ajay Chandra Johorey ◽  
Sudesh Gyawali ◽  
Archana Saha

Objective: Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers in education ministry without consulting the students for whom it is made. Student’s Accreditation of curriculum may be useful in further modification of teaching & learning methods. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree is going on for more than two decades, until now no Accreditation has been done as to what type of Doctors we are producing. The aim of the study was to find out whether integrated teaching or classical medical studies produce better doctors. Material & Methods: The study was conducted from November 2009 to February 2010 at Manipal college of Medical Sciences, Pokhara, Nepal. The present study was done to asses the teaching/learning and evaluation procedures adopted by getting Accreditation from students of 2nd, 3rd and 4th semester A structured questionnaire was prepared and a pilot study consisting of 10 students from each batch (randomly selected) was done. Results were analyzed and discussed by the authors before undertaking the main study. Later in the main study accreditation of 186 medical students was collected by same multigraded questionnaire and analyzed for the benefit of further modification of medical education by universities and medical colleges in Nepal in particular and general elsewhere. Results: All the results of the study were discussed in detailed one by one in discussion .Out of them for example one of the result of the study was that subjects like Pathology, Microbiology & Pharmacology should be reduced or not at all taught in first 2 semesters and should be continued till 7th semester like community medicine when the students attend clinical subjects for better understanding of medicine and producing better doctors. Conclusion: Overall the results were alarming & may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future. Key Words: Medical Education; Multigraded Questionnaire; Bachelor of Medicine & Bachelor of Surgery DOI: 10.3126/ajms.v2i1.3592 Asian Journal of Medical Sciences 2 (2011) 49-52


2020 ◽  
Author(s):  
Ariela L Marshall ◽  
Carrie A. Thompson ◽  
Michael W. Cullen ◽  
Laura E. Raffals ◽  
Amy S. Oxentenko

Abstract Background Medical education encompasses many activities (e.g., teaching, supervision, mentorship, and administration). Little research has explored what the term "medical education" means to trainees or assessed the importance postgraduate medical trainees place on education as part of their career plans. Methods We conducted a survey of fellows in all subspecialty training programs at a three-site academic institution. We asked multiple choice and Likert scale questions to characterize fellows’ perception of, interest and training in medical education. Results One hundred sixty-nine of 530 (31.9%) fellows responded. Fellows were training in subspecialties of internal medicine (49.7%) and surgery (13.0%), among others. Most fellows planned careers in academic medicine (38.5% clinician-educator, 22.5% clinician-investigator, 17.2% academic clinician). Fellows reported that their conception of medical education involved supervising trainees in a clinical capacity (93.5%), teaching in the classroom (89.3%), and providing mentorship for trainees (87.6%). Respondents identified “being an educator” as extremely (43.8%) or moderately (43.2%) important for their future careers. Only 30.2% had received formal training in medical education, but 61.5% felt that formal training should be required for those pursuing careers with strong educational components. Conclusions Most subspecialty fellows surveyed planned careers in academics and felt that medical education was important to their professional future. While less than a third received formal training in education, almost two thirds felt that such training should be required for a career as an educator. This study provides evidence for the creation and promotion of educational training programs for trainees interested in careers involving medical education.


2019 ◽  
Vol 160 (21) ◽  
pp. 829-834
Author(s):  
Marianna Dinyáné Szabó ◽  
Gabriella Pusztai ◽  
Marianna Szemerszki

Abstract: Introduction: From 2015, medical education has introduced a cost-reimbursement for medical students who do not reach the yearly rising weighted average. Aim: The authors examine the dropout behaviour of Hungarian medical students. Method: Analysis of the Higher Education Information System based on the database of those who started their medical studies in 2010 (n = 1046). Results: Early retardation of credit accumulation, the use of passive semesters are typical for dropouts. 83.6% of those who started their studies studied in state-funded education, with 9.4% dropouts among them, 50% among cost-reimbursement students. Multivariate analysis revealed the factors affecting dropout. Conclusion: The chances of dropping out are increased by the low credit number, the number of passive semesters, the cost-reimbursement financing form. A dormitory residence is safety net, the student can make social capital that can support the success of his studies. Orv Hetil. 2019; 160(21): 829–834.


2019 ◽  
Vol 7 ◽  
pp. 1-41
Author(s):  
Fabrizio Speziale

In this article, I suggest that looking at the entangled issues of the creation of a new field of knowledge and the interaction with Others’ learning allows for a more accurate understanding of how Persian medical studies have developed and adapted to different natural and cultural settings during late medieval and early modern periods. This article studies the translation and reception of materials drawn from alchemy (rasaśāstra) and rejuvenating therapy (rasāyana) in the Persianate medical culture of South Asia. Chapters dealing with processed mercury and metals become a standard subject of Persian medical works written by Muslim and Hindu physicians in South Asia. Many of these works are in fact composite writings which combine Ayurvedic and Greco-Arabic materials. However, rasāyana is a branch of knowledge for which there is not a precise equivalent domain in the target culture. How does translation deal and negotiate with this asymmetry? In this study, I assume that cross-cultural translation implies a cognitive shift in the way different groups of readers may understand and classify a certain form of knowledge. I look at the Persian translation of materials drawn from rasāyana chiefly from the reader perspective which focuses on the hermeneutical and accommodation process through which translated materials are integrated into the target culture.


2019 ◽  
Vol 4 (2) ◽  
pp. 45-50
Author(s):  
Grzegorz Wallner ◽  
Michał Solecki

AbstractThe Polish system of undergraduate and postgraduate medical education, including specialization courses in surgery, provided only general guidelines concerning the issue of creating a leader or preparing for leadership. The process of building the position of a leader has had a rather spontaneous character thus far; it has been based on the individual, natural predispositions of a candidate for the position of a leader. There are no formal guidelines for this in Poland. It is required that graduates of medical studies or residents should acquire the so-called professional and social skills before they complete their specialization training. In the light of the ongoing debate, it seems worthwhile to give a thought on the role of a leader and to undertake harmonized actions to work out a common stance on understanding the issue of leadership and teach leadership skills as a part of a harmonized, methodologically correct system of education, so that the best ways of preparing residents to perform the role of a leader in surgical and other medical surroundings could be realized.


1997 ◽  
Vol 2 (1) ◽  
pp. 1-72 ◽  
Author(s):  
C.H. Luthy

AbstractThe Philosophiae naturalis adversus Aristotelem libri XII of 1621 is the first textbook in natural philosophy to combine anti-Aristotelian arguments with explicit corpuscularianism. While its uniqueness resides in the pioneering role it played in the history of the neo-atomist movement, its fateful attraction lies in the almost complete anonymity of its author. No other novator in the history of early modern thought has been as elusive as the man known as Basso, Basson, Bassus, or Bassone. This essay consists of two parts. The first part places the Philosophia naturalis within its time and summarizes its main theories, emphasizing the larger themes and the tensions found between its conflicting accounts of causality. Special attention is drawn to Basson's dual approach to atomism, namely physical and theological, which are not complementary, but contradictory. The fortuna of Basson from his own age down to his current status in the history of science is examined next. In combination with his methodological heterogeneity, Basson's anonymity are found to have led to disparate assessments of his aims. In the current literature, Basson figures as a Neoplatonist, a pre-Cartesian occasionalist, the earliest molecular chemist, a Renaissance studioso, a Stoic philosopher and a Calvinist zealot. The second part of this essay tries to improve this situation. Recently discovered documents show that Basson, after a Jesuit education in the 1590's and subsequent medical studies, became a Protestant. He spent the years 1611 to 1625, to which our documents relate, at the smallest of French Huguenot academies in the mountain town of Die (Dauphiné) where he taught at the local Collège. An analysis of Die's difficult historical circumstances, of its little academy and its official natural philosophy, and finally of Basson's own uneasy sojourn in the Dauphiné elucidates several aspects of the Philosophia, notably the theological motifs in Basson's atomism, the outdatedness of his astronomical and optical expertise, the argumentative reliance on late scholasticism, its "eloquent" style, and the timing of the publication. Yet it is undeniable that the context cannot account for the Philosophia itself, whose relation to Basson's circumstances remains perplexing. The author's conflict with the Genevan censors demonstrates that an explanation of his views in terms of Calvinist theology alone cannot explain the contents of his book. Our findings point towards the variegated nature of the forces behind the neo-atomism of the early modern period, and they force us to reconsider the coherence of the movement itself and the motifs of its proponents.


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