The open disease processes
1 Principal Investigator of the Practicum Foundation, Institute for Research Applied to Education in Health Sciences, Spain.
2 Director of the area of Psychiatry and Medical Education of the Practicum Foundation, Institute of Research Applied to Education in Health Sciences, Spain.
Review Article
Magna Scientia Advanced Research and Reviews, 2023, 08(01), 182–186
Article DOI: 10.30574/msarr.2023.8.1.0090
Publication history:
Received on 08 May 2023; revised on 25 June 2023; accepted on 28 June 2023
Abstract:
Knowledge in medicine, as it is a factual science dedicated to the care of human pain, acquires special characteristics different from the other sciences. In this aspect, current medical systems develop conceptual structures that aim to homogenize the observed universe and in which units adopt a mean value. This construction establishes an order where these units lose their specific characteristics in order to achieve a representation of the whole.
This observation should be borne in mind by the physician in the acquisition of knowledge, since it lies not only in its attainment, but in its application in a single and unique consciousness as that of each patient.
The physician and the patient are part of a physical, psycho-social context subject in their relationship to a phenomenological process in their consciousness. Only thinking in cognitive failure in medical practice is not knowing the implexion (interrelation ship) of disciplinary knowledge with the factors adjoining this thinking and the patient itself.
The intuitive and inductive processes, that is to say unconscious and conscious, are not different but complementary forms of the same thinking. If we consider them in the concept of entropy that governs all processes in the universe, including our brain, the first injects renewed energy into the system, while the second determines a continuous expenditure of that energy.
Things are not clear in medical teaching because the paradigmatic patterns represent a positivist vision, far removed from the reality of the patient. This implies that it is necessary to incorporate transdisciplinary thinking that includes the "human factor" in its central axis.
Keywords:
Medical education; Training; Clinical act; Knowledge
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