| dc.creator |
F. Bosch |
|
| dc.creator |
J.E. Baños |
|
| dc.date |
2010-12-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:09:32Z |
|
| dc.date.available |
2015-07-20T22:09:32Z |
|
| dc.identifier |
1575-1813 |
|
| dc.identifier |
1579-2099 |
|
| dc.identifier |
https://doaj.org/article/e9e2b6fd0e7f44d0aae85477262cbb15 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/12880 |
|
| dc.description |
Introducción. Tradicionalmente, las ciencias sociales y las experimentales han seguido caminos distintos, lo que ha llevado a la creación de una separación artificial entre ellas. Uno de los ejemplos más evidentes que han intentado evitar tal situación es la creación de disciplinas como la historia de la ciencia, que contribuye a acercar unas y otras. No obstante, la percepción entre los científicos del interés de la historia no es óptima a pesar de las indudables virtudes que contiene. Materiales y métodos. En el presente artículo describimos la experiencia de utilizar episodios históricos para contribuir al aprendizaje de procesos complejos, como es el de la investigación y desarrollo de nuevos medicamentos. Se describe el empleo de dos casos que culminaron con éxito y fueron galardonados con el premio Nobel: la modificación de la estructura química de neurotransmisores para obtener nuevos medicamentos (hormonas emasculadas) por James Black y la aplicación del concepto de antimetabolito para diseñar fármacos para el tratamiento de enfermedades infecciosas, neoplásicas y endocrinas. Conclusión. Tal aproximación docente es de notable éxito para hacer comprensible a los estudiantes las complejidades del proceso de investigación y desarrollo farmacéutico.<br>Introduction. Traditionally, social and experimental sciences have followed different paths, which have led to the creation of an artificial separation between them. One of the clearest examples that has tried to avoid this situation is the creation of disciplines such as the history of science, which helps to bring both closer together. However, the perception among scientists regarding the interest of history is not optimal, despite the undoubted virtues that the latter contains. Materials and methods. In this article the experience of using historical events to contribute to learning of complex processes, such as research and development of new drugs, is described. The use of two cases is outlined that were successfully completed and awarded the Nobel Prize: the modification of neurotransmitters´ structure to obtain new drugs (emasculated hormones) by James Black, and the application of the antimetabolite concept to design drugs for infectious, cancer and endocrine diseases. Conclusion. A teaching approach is remarkably successful in helping students understand the complexities of research and drug development. |
|
| dc.language |
English |
|
| dc.language |
Spanish |
|
| dc.publisher |
Fundación Privada Educación Médica y Viguera Editores S.L. |
|
| dc.relation |
http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1575-18132010000400008 |
|
| dc.relation |
https://doaj.org/toc/1575-1813 |
|
| dc.relation |
https://doaj.org/toc/1579-2099 |
|
| dc.source |
Educación Médica, Vol 13, Iss 4, Pp 255-262 (2010) |
|
| dc.subject |
Antimetabolito |
|
| dc.subject |
Aprendizaje basado en problemas |
|
| dc.subject |
Cimetidina |
|
| dc.subject |
Farmacología |
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| dc.subject |
Historia de la ciencia |
|
| dc.subject |
Investigación y desarrollo |
|
| dc.subject |
Medicamentos |
|
| dc.subject |
Propranolol |
|
| dc.subject |
Antimetabolite |
|
| dc.subject |
Cimetidine |
|
| dc.subject |
Drugs |
|
| dc.subject |
History of science |
|
| dc.subject |
Pharmacology |
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| dc.subject |
Problem based learning |
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| dc.subject |
Propranolol |
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| dc.subject |
Research and development |
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| dc.subject |
Education (General) |
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| dc.subject |
L7-991 |
|
| dc.subject |
Education |
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| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Medicine (General) |
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| dc.subject |
R5-920 |
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| dc.subject |
Medicine |
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| dc.subject |
R |
|
| dc.subject |
DOAJ:Medicine (General) |
|
| dc.subject |
DOAJ:Health Sciences |
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| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Medicine (General) |
|
| dc.subject |
R5-920 |
|
| dc.subject |
Medicine |
|
| dc.subject |
R |
|
| dc.subject |
DOAJ:Medicine (General) |
|
| dc.subject |
DOAJ:Health Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Medicine (General) |
|
| dc.subject |
R5-920 |
|
| dc.subject |
Medicine |
|
| dc.subject |
R |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Medicine (General) |
|
| dc.subject |
R5-920 |
|
| dc.subject |
Medicine |
|
| dc.subject |
R |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Medicine (General) |
|
| dc.subject |
R5-920 |
|
| dc.subject |
Medicine |
|
| dc.subject |
R |
|
| dc.title |
Tendiendo puentes: la utilidad de la historia de la ciencia para comprender el proceso de investigación y desarrollo de medicamentos Filling the gap: the usefulness of history of science to understand the process of drug research and development |
|
| dc.type |
article |
|