Revista nº 813

Science and medical discipline integration | D’Ottavio Cattani AE Actual Med. 2021; 106(813): 149- 15 154 including the abovementioned scientific requirements and/or simultaneous scientific-proceeding challeng- es like (a) discerning between characterization and definition, description and explanation, beliefs, opin- ion (doxa) and scientific knowledge (episteme), sus- pended (doubt) or absent judgment (ignorance) and certainty; (b) making bibliographic updates through critical searches on well-qualified sites; (c) extracting the core from publication summaries; (d) registering references according to APA, Vancouver, Harvard or other publication standards; (e) two-dimensional in- terpretation of figures and three-dimensional bodies, and (e) evaluating the accurateness of methodological procedures, among the main ones (7, 8). In this regard, a general example for theoretical and/ or practical meetings and particular problem-solving examples for practical meetings, both linked to his- tological and/or embryological issues, allow unders- tanding how components of items A and B may be transferred from theory to practice. General example for theoretical and/or practical meetings linked to histological and/or embryological issues The study of microscopes, histological techniques, cells, tissues and organic systems as well as the embryolo- gic development, differentiation and maturation allow facing their discoveries and temporary modifications. In this regard, appreciation of where knowledge comes from and how it diachronically changes reveal why science is dynamic and provisional. Besides, it allows complementing other science characteristics and appl- ying timely all the aforementioned concepts. Particular problem-solving example linked with his- tological issues for practical meetings As a result of a car accident, a 38-year-old female, blood group AB Factor Rh-negative, suffered multiple injuries. Without losing her consciousness but dizzy, she was quickly transferred to a hospital. There, she was transfused with 500 cc. of blood after revealing: blood pressure: 90/40 mmHg; pulse: 145 / min; he- matocrit: 28% and axillary temperature: 36.5 ° C. On her right leg, she evidenced superficial and deep burns of the first and second degree, pain in some of them, and blisters. On the left leg, an exposed fracture and a bleeding vascular lesion were perceptible. The frac- ture and the vascular lesion were surgically repaired, and a cast was placed on the left leg, immobilizing the knee and ankle joints for 30 days. Burns were treated according to their grade whereas gamma globulin and tetanus vaccine were injected. The patient remained in hospital. Later, one of the burns was contaminated by hospital germs leading to an infection with fever and lymphadenopathy for which antibiotics were adminis- tered. The clinical condition improved favorably. Other non-infected burn did not heal satisfactorily, leading to a skin autotransplantation. The patient evolved wi- thout complications or sequelae of her burns and frac- ture. When removing the cast, the left leg revealed less volume and less strength than the right one with some movement difficulty of the ankle joint. Rehabilitation was indicated (9) . Analyze the presented problem, pointing out to its histophysiological contents, and relate the symptoms and signs with the histological structures and func- tions. What kind of scientific reasoning is employed in this problem? Are there any descriptions and/or explanations about it? What bibliography did you searched for? And what was its year of publication? Establish some hypotheses that may guide the adop- ted decisions. On what scientific basis the described decision is made? The method followed is more quantitative than quali- tative or vice versa? How do you imagine the same situation during the XIXth century or at the beginning of XXth one? When did antibiotics appear, and which was the first one of them? What is serendipity? Particular problem-solving example linked with em- bryological issues for practical meetings A forty-two year old woman consults to her gynecolo- gist about the possibility of having a baby with Down syndrome Analyze why an embryo-fetus may develop Down sy- ndrome Relate it con cytological contents Establish the most frequent embryological problems accompanying this syndrome What additional examinations the gynecologist indica- tes for corroborating or refusing his own hypothesis? Is the woman’s conjecturing a hypothesis? If so, why What kind of scientific reasoning is employed in this problem? The method followed is more quantitative than quali- tative or vice versa? The implementing step was mainly carried out by the referred professors during their two-hour theoretical