Dear Editor

Philosophy, Science, and Medicine are undoubtedly interrelated. Philosophy mainly provides Logic for helping to think properly, orderly, and coherently, Epistemology for studying the process of scientific knowledge, questioning its validity, origin, and scope, and evaluating the consistency of research methods. At the same level Axiology, with its branches Ethics and Bioethics, fostering intrinsic values linked to medical care as empathy, selflessness, humility, and pleasantness towards patients  and medical research whether it is carried out on animals (use of alternatives, minimization of pain and euthanasia) or on patients (effective communication, informed consent, and patient preferences  (1).

In turn, Science provides the basis for developing more effective and safe methods for the diagnosis, treatment, prevention, and disease pathogenesis, covering a broad series of methodological approaches from basic to clinical and epidemiological studies, as well as the translational attempts, a true bridge between basic and clinical research (2).

Therefore, both should considered by those planning and implementing medical undergraduate and postgraduate curricula.

However, that does not mean overloading it in times when they are frequently shortened, but placing their respective contributions on time.

Furthermore, when possible, specific aspects of the histories of Philosophy, Science, and Medicine (3-5) may be added in certain medical subjects since they allow appreciating their diachronic progress, resignifying old successes, recognizing past mistakes, setbacks, and obstacles to be overcome. In essence, such a trilogy highlights worth-emulating people, in addition to motivating and inspiring learning, warning about the existence of serendipity, clarifying that their contents were built upon previous knowledge, and putting into evidence the dynamic and provisional nature of scientific knowledge.

Summing up, Philosophy and Science in medical undergraduate and postgraduate curricula constitute a kind of backbone of the career, offering a suitable framework, building a protective shield against harmful suggestions or imposed circumstances, and ensuring a comprehensive and consistent curriculum. The better the results, the more human the graduates will be.

REFERENCES

1. Bunge M. Filosofía para médicos. Editorial Gedisa: Buenos Aires; 2014
2. Bunge M. La Ciencia, su método y filosofía. Editorial Sudamericana: Buenos Aires; 2014
3. Neuschlosz SM. El hombre y su mundo a través de los siglos. Historia de la evolución del pensamiento humano. Municipalidad de Rosario: Rosario;1942
4. Moledo L, Olszevicki. Historia de las ideas científicas. De Tales de Mileto a la Máquina de Dios. Editorial Planeta: Buenos Aires; 2014
5. Laín Entralgo P.. Historia de la Medicina. Salvat Editores: Madrid; 1978

ARTICLE INFORMATION

Conflict of Interest: The authors of this article declare that they have no conflicts of interest of any kind regarding the content of this work.

Correspondencia: Alberto Enrique D’Ottavio Cattani. Facultad de Ciencias Médicas y Consejo de investigaciones, Universidad Nacional de Rosario, Rosario, (Santa Fe), Argentina E-mail: aedottavio@hotmail.com