Theoretical and behavioral features to be considered when planning and implementing a pbl curriculum.

This work complements former articles about an Argentinean PBL curriculum after twelve years of development. In this context, it points out determined inflexible features linked to its theoretical-pedagogical basis and certain counter-productive behaviors detected in some planners, teachers and students during its design and/or enduring implementation. Hence, reflections are made on learning and adult learning (andragogy) theories.

Hemorheologic changes in type 2 diabetic patients with microangiopathic skin lesions. A linear discriminant categorizing analysis.

The development of diabetic microangiopathy may produce lesions in distinct organic territories (the skin, among others). With an intention of identifying hemorheologic variables for a better characterization of diabetic patients, we studied plasmatic and blood viscosities (P Visc at 2.30 s(-1) and B Visc at 4.

[Pedagocic and didactic renovation for histology and embryology learning. A 15 years experience].

This paper describes the pedagogical and didactical renovation carried out between 1986 y 2001 in the Cathedra of Histology and Embryology (Faculty of Medical Sciences, National University of Rosario). This process, initiated with pilot tests during early 70s and a full length paper in late 70s, was centered in differential activities performed by teachers and students, being adapted to the massive and no restricted admission during that period (2000 +/- 500 students). The design included individual and/or group management of self-learning and self-evaluation modules, training laboratories in microscopic diagnosis using protocols similar to clinical records, problem-solving sessions and theoretical sessions of consult and relearning, placed at the end of the aforesaid learning situations.

[Morphologic and informatic study of human femoral artery stenoses for its application as a diagnostic complement].

This paper studies the performance of the blood flow starting from stenotic human adult femoral arteries with different grades of obstruction, removed from autopsies and surgical amputations, and from simulations produced by an original simulator computerized software based on the method of finite elements for newtonian, homogeneous and uncompressible fluids. Its employment generated numerous maximal curves, subsequently joined in a unique graphic of easy application. Exceeding the evaluation of the origin and impact of turbulences by analyzing the different variables involved in such anomalous conditions (i.

Implementing a problem-based learning curriculum in an Argentinean medical school: implications for developing countries.

The authors review the difficulties that Argentina's medical schools, particularly the public ones, are likely to face when implementing a problem-based learning (PBL) curriculum, describe the barriers that were faced by their medical school as it implemented PBL, and point out the implications for medical education in developing countries with conditions and education programs similar to those in Argentina. Specifically, they (1) outline the basic requirements for successful implementation of a PBL curriculum, (2) describe the training contradiction in Argentina between a complex and heterogeneous health care system that forces specialization and medical schools' attempts to train generalists, and (3) review the effects on curriculum change of the size and the training levels of the student population and the availability of human and financial resources. This information indicates the context in which the Rosario University School of Medicine designed a new PBL curriculum and implemented it in 2002.