Revista nº 813

Science and medical discipline integration | D’Ottavio Cattani AE Actual Med. 2021; 106(813): 149- 15 156 To conclude, it is convenient to repeat that papers on this issue, though truly consistent, do not integrate scientific and disciplinary competencies throughout the medical curriculum, being usually focused on other scientific aspects or limiting scientific training to a part of the medical curriculum and separately of any medical discipline (1-6). Beyond the elapsed time since then and the reasons hindering its full achievement, this long-standing approach is rescued from the past so that it may eventually be considered and improved by those who may value it partly or entirely successfully for their curricula. To sum up, I am still utterly convinced that every discipline (and every curriculum) gives enhancing opportunities in this regard and that these opportunities cannot be disregarded. The author deeply acknowledges his unforgettable friend Norberto David Bassan MD (†) for his invaluable collaboration in the original design. This design not only influenced most of our publications cited in the references, but it was fed back by them in an enriching circle. Likewise, the author wishes also to thank the permanent, friendly, and fruitful help received from Professor Oscar Adelmo Bottasso MD, Ph.D, former Director of the Institute of Clinical and Experimental Immunology of Rosario (IDICER, CONICET-UNR), member of the Provincial and National Academy of Medicine and Distinguished Doctor and Master of Medicine of the city of Rosario (Rosario, Argentina). 1. Katkin W. The Boyer Commission Report and Its Impact on Undergraduate Research. New Dir Teach. Learn. 2003; 93: 19–38. DOI: 10.1002/tl.86. 2. Montenegro SM, Tarrés MC, D’Ottavio AE. Entrenamiento científico en el grado deficiencias médicas; descripción, análisis y crítica de una experiencia innovadora en Argenti- na. Rev Arg Educ Med. 2007; 1(1): 17-22 3. Hren D, Lukić IK, Marusić A, Vodopivec I, Vujaklija A, Hra- bak M, et al. Teaching research methodology in medical schools: students’ attitudes towards and knowledge about science. Med Educ. 2004; 38(1): 81–6. DOI: 10.1111/j.1365- 2923.2004.01735.x 4. Laidlaw A, Aiton J, Struthers J, Guild S. Developing research skills in medical students: AMEE guide no. 69. Med Teach. 2012; 34(9): 754–71. DOI: 10.3109/0142159X.2012.704438 5. Ratte A, Drees S, Schmidt-Ott T. The importance of scien- tific competencies in German medical curricula - the stu- dent perspective. BMC Med Educ. 2018; 18(1): 146. DOI: 10.1186/s12909-018-1257-4 6. Schultes MT, Aijaz M, Klug J, Fixsen DL. Competencies for implementation science: what trainees need to learn and where they learn it. Adv Health Sci Educ. 2021; 26: 19–35. DOI: 10.1007/s10459-020-09969-8 7. Tarrés MC, Montenegro SM, D’Ottavio AE, Garcia Sánchez E. Lectura crítica del artículo científico como estrategia para el aprendizaje del proceso de investigación. Rev Iberoamer. Educ. 2008; 45(6): 1-8. DOI: 10.35362/rie4562025 8. Gayol MC, Montenegro SM, Tarrés MC, D’Ottavio AE. Com- petencias investigativas. Su desarrollo en carreras del área de la salud. Uni-pluri/versidad. 2008; 8(2): 1-8 9. Bassan ND, D’Ottavio AE, Soldano ORF, Vinuesa MA. El Aprendizaje Basado en Problemas en una unidad temática de histología médica. Opinión de los alumnos sobre logros y grado de satisfacción. RECS. 2007; 4(2): 116-20. 10. Carrera LI, Tellez TE, D’Ottavio AE. Implementing a pro- blem-based learning curriculum in an Argentinean medical school: implications for developing countries. Acad Med. 2003; 78(8): 798-801. DOI: 10.1097/00001888-200308000- 00010 The author of this article declare that he has no conflict of interest with respect to what is stated in this work. CONCLUSION ACKNOWLEDGEMENTS BIBLIOGRAPHIC REFERENCES CONFLICT OF INTERESTS Si desea citar nuestro artículo: D’Ottavio Cattani, Alberto Enrique. Integrating scientific with histologic and embryologic competencies. Actual Med. 2021; 106(813): 152- 156. DOI: 10.15568/am.2021.813. or01

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