medigraphic.com
ISSN 1684-1824 (Electronic)

2013, Number 5

<< Back Next >>

Rev Méd Electrón 2013; 35 (5)

Methodological value of dialectic categories in the teachinglearning process of the clinical diagnosis

Vidal TLA, Noda AA, Báez PE, Fernández MJ, Sánchez HC, Galindo GM

Language: Spanish
References: 15
Page: 491-499
PDF size: 67.55 Kb.


ABSTRACT

Among the dialectic categories, the singular, the particular and the general are philosophic categories that have being widely used in the study and development of the teaching educative process in the Clinic Sciences. The expression of these philosophic categories is particularly obvious to achieve the clinical diagnosis. In the daily practice, the importance of the adequate recognizance of the dialectic categories allowing leading and analyzing the processes developing in nature, society and thoughts is ignored in a repetitive form. In the article we presented the authors´ opinion about the manifestation and usage of the categories the general, the particular and the singular, in the analysis and synthesis generated when making the clinical diagnosis, always accompanied with mental processes like induction and deduction, and others. In this work we insisted in the necessity of recognizing the dialectic unity of the before mentioned philosophic categories in the clinical diagnostic to achieve its aim; and its use in the teaching educative process, as a didactic tool allowing a better analysis and understanding of the diagnostic process, where the particular plays a relevant role as an hegemonic dialectic category, for its achievement. When considering the value of these categories we get the concretization of the medical acting in the diagnosis and solution of the main problems affecting the individual and guaranty the clinical diagnosis without encyclopedism and always centered in the health problem that has to be solved.


REFERENCES

  1. Burlatski F. Materialismo dialéctico. La Habana: Editorial progreso; 1981.

  2. Konstantinov F. Lo singular, lo particular y lo universal. En: Fundamentos de filosofía marxista leninista. La Habana: Pueblo y Educación; 1986. p. 150-3. 498

  3. Ruiz Aguilera A. Fundamentos de la investigación educativa. En: Metodología de la investigación educacional. Desafíos y polémicas actuales. La Habana: Ecimed; 2006. p. 17.

  4. Corona Martínez LA, Fonseca Hernández M. Lo universal, lo particular y lo singular más allá del diagnóstico médico. A propósito de la utilización de guías de buenas prácticas clínicas en la toma de decisiones terapéuticas. Educ Med Super [Internet]. 2006 [citado 18 Jun 2012];20(2). Disponible en: http://scielo.sld.cu/scielo.php?pid=S0864-21412006000200005&script=sci_arttext

  5. Fariñas León G. Desafíos de la investigación educativa: presente y futuro. En: Metodología de la investigación educacional: Desafíos y polémicas actuales. La Habana: Ecimed; 2006.

  6. Ministerio de Salud Pública. Resolución 15/88: Reglamento Metodológico. Ministerio de Salud Pública. La Habana: MINSAP; 1988.

  7. Moreno Rodríguez MA. El arte y la ciencia del diagnóstico médico. Principios seculares y problemas actuales. La Habana: Editorial Científico-Técnica; 2001.

  8. Harari A, Pantaleo G. The immunopathogenesis of HIV-1 infection. In: Cohen J, Opal SM, Powderly WG, editors. Infectious diseases. 3rd ed. Elsevier; 2010. p. 944- 55.

  9. Douek DC, Roederer M, Koup RA. Emerging concepts in the immunopathogenesis of AIDS. Annu Rev Med. 2009;60:471-84. Citado en PubMed; PMID: 18947296.

  10. Harari A, Dutoit V, Cellerai C, Bart PA, DuPasquier RA, Pantaleo G. Functional signatures of protective antiviral T-cell immunity in human virus infections. Immunol Rev. 2006;211:236-54. Citado en PubMed; PMID: 16824132.

  11. Trautmann L, Janbazian L, Chomont N. Upregulation of PD-1 expression on HIV-specific CD8+ T cells leads to reversible immune dysfunction. Nat Med. 2006;12(11):1329. Citado en PubMed; PMID: 16917489.

  12. Lichterfeld M, Yu XG, Mui SK. Selective depletion of high-avidity human immunodeficiency virus type 1 (HIV-1)-specific CD8+ T cells after early HIV-1 infection. J Virol. 2007;81(8):4199-4214. Citado en PubMed; PMID: 17287271.

  13. Corona Martínez L, Fonseca Hernández M. El razonamiento médico en la historia clínica: una mirada a la discusión diagnóstica. Medisur [Internet]. 2011 [citado 21 Jun 2012];9(4). Disponible en: http://www.Medisur.sld.cu/index.php/Medisur/article/view/1589

  14. Parra C E, Lago de Vergara D. Didáctica para el desarrollo critico en estudiantes universitarios. Educ Med Super [Internet]. 2003 [citado 21 Jun 2012];17(2). Disponible en: http://scielo.sld.cu/scielo.php?pid=S0864- 21412003000200009&script=sci_arttext

  15. Scott IA. Error in clínical reasoning: causes and remedial strategies. BMJ. 2009;338:1860-5. Citado en PubMed; PMID: 19505957. 16.Norman GR, Eva KW. Diagnostic error and clinical reasoning. Med Educ [Internet]. 2010 [citado 21 Jun 2012];44(1):94-100. Disponible en: http://onlinelibrary.wiley.com/doi/10.1111/j.1365- 499 2923.2009.03507.x/abstract;jsessionid=0FB28DE6F459921F515D25538A1C788D.d 03t02?deniedAccessCustomisedMessage=&userIsAuthenticated=false




2020     |     www.medigraphic.com