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FRONTIERS IN BIOMEDICAL EDUCATION: INTEGRATIVE TEACHING/LEARNING OF PATHOPHYSIOLOGY AND CONCEPT OF ETIOPATHOGENETIC CLUSTERS
Author(s) -
Kovac Zdenko
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.519.9
Subject(s) - conceptualization , grasp , construct (python library) , cognitive science , cognition , psychology , certainty , exposition (narrative) , nomothetic and idiographic , epistemology , computer science , artificial intelligence , cognitive psychology , neuroscience , social psychology , philosophy , art , literature , programming language
Pathophysiology education has been following many pathways, including concepts of general principles, nosology and organ‐related pathophysiology. During the studies adults construct the knowledge in self‐directed, autonomous and previous experience‐related manner. They try to apply new knowledge directly to a problem solving. Evaluation and active resynthesis of data seem to facilitate a gain and retain of knowledge. In postgenomic era, students of medicine are faced with various levels of cognitive certainty of knowledge (from a clear cause‐effect to a fuzzy‐logic relation), complexity, variability and endless quantities of data. We developed educational method that contains four elements: 1. exposition of problem 2. repetition of relevant knowledge 3. algorhythmic resynthesis, and 4. feedback integration of the problem. Four reiterative steps are an efficient way to deal with complexities. The method is 2.3 times more efficient in comparison to classical teaching. It nurtures vertical, horizontal and longitudinal conceptualization of the problem. Etiopathogenetic pathways tend to form the clusters in which branching and integration take place. Therapeutical corrections of such cluster values lead to a clinical improvement. There are 91 principal clusters within the 30000 diseases. The concept of clusters helps to grasp a nonlinearity and complexity of pathobiology within the real study‐time framework.