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En la Facultad de Medicina de la Universidad de Cartagena (Colombia), el metodo fisiopatologico, tal como sucedio con el anatomoclinico, se adopto paulatinamente en la medida en que su presencia crecia y se expandia por todo el mundo. Lentamente se fueron introduciendo aparatos medicos traidos de paises desarrollados y se crearon laboratorios, que fueron colocados como areas de practica para realizar docencia medica. Un nuevo abordaje cientifico para cuidar la salud, nuevas explicaciones de los eventos morbidos y por tanto otros paradigmas impregnaron a docentes y estudiantes. En la Universidad de Cartagena, igual como sucedio en toda Latinoamerica, el metodo fisiopatologico fue esencialmente una postura docente, trasmitida por aquellos que rapidamente la aceptaron y comprendieron su magnitud, habiendola tomado de publicaciones internacionales y/o de cursos de profundizacion o especializacion que realizaron en otras latitudes. Ejemplo de ello, fue Apolinar Hoyos Fortich quien en la segunda mitad del siglo XX poseia un discurso medico y una propuesta de docencia medica, cargada de posturas que hacen parte del modelo fisiopatologico. El componente docente del plan curricular de la escuela medica de la Universidad de Cartagena, fue paulatinamente permeado por el metodo fisiopatologico, alejandola de la antigua escuela francesa. El componente investigativo en laboratorios especificamente establecidos para ese fin, solo empezarian a surgir en las postrimerias de ese siglo. Rev.cienc.biomed. 2016;7(2): 367-375. PALABRAS CLAVE Historia de la medicina; Educacion medica; Historiografia; Fisiopatologia. SUMMARY In the Facultad de Medicina de la Universidad de Cartagena (Colombia) the pathophysiological method, as happened with the anatomoclinical, was gradually adopted as its presence grew and spread throughout the world. Slowly, laboratories were created with the medical appliances that were brought from developed countries. Then these areas were used for practicing medical teaching. It meant a new scientific method to take care of health, new explanations about morbidities and new cases of study for professors and students. At Universidad de Cartagena, as in all Latin- American, the pathophysiological method was, essentially, a teaching technique transmitted by those who quickly accepted it and understood its magnitude, taking it from international publications or specialization courses that professors carried out in other latitudes. For example, was Apolinar Hoyos Fortich who in the second half of the twentieth century had a medical discourse and a proposal for medical teaching loaded with postures that were part of the pathophysiological model. The teaching component of the curricular plan of the medical college at Universidad de Cartagena was gradually permeated by the pathophysiological, away from the old French College. The research component in laboratories specifically established for that purpose would only begin to emerge at the end of that century. Rev.cienc.biomed. 2016;7(2):367-375. KEYWORDS History of medicine; Medical education; Historiography; Physiopathology.

Apolinar Hoyos Fortich y el método fisiopatológico en la facultad de medicina de la Universidad de Cartagena.