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Órgano de difusión del Servicio de Sanidad Militar y del Colegio Nacional de Médicos Militares

2017, Number 2

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Rev Sanid Milit Mex 2017; 71 (2)

In the magna classroom, where the vision of the teaching of art became scientific

Motta-Ramírez GA, Marbán-Arcos E

Language: Spanish
References: 24
Page: 99-104
PDF size: 571.92 Kb.


ABSTRACT

Observational skills that define the astute clinician are usually only acquired after years of clinical experience. Recognizing both the subtle and obvious visual details is a critical aspect of visual diagnosis or "seeing." Nonetheless, the formal teaching of observational skills is rarely included in the medical curriculum.
I describe how in 1982 at the Military Medical School, 19 years before the mansion of Dr. Braverman and 26 years before the mansion of Dr. Katz, that experiential process of seeing such visual details was integrated to condition and improve the cadets of 1st. year, medical students through systematic visual training using representational paintings.
Observational skills have always been the physician’s most important weapon in the diagnosis, care, and treatment of the patient. In the early 20th century, the physician was equipped primarily with a keen sense of observation and a compassionate heart; effective medications, and diagnostic laboratory tests; reliable imaging techniques were still to come. During house calls, the physician used his observational skills to evaluate both the surroundings and family members with respect to their limitations and benefits in regard to the patient. The observational skills of vision, hearing, touch, smell, and taste were well developed in most doctors. These skills were honed to razor-sharpness in the “diagnostician,” a term of honor applied to any physician, specialist, or nonspecialist, who was able to decipher complex clinical problems.


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