The Patients Day celebration, a proposal made by our Dean, Professor Ciro Maguiña-Vargas, is an opportunity for expressing solidarity with sick persons, and it is also a time for integration between healthcare personnel and patients. The main objective of this day is to promote in every health facility activities reinforcing the importance of maintaining good health, meditating on the meaning of being a patient, and to continue with this great crusade for humanization of healthcare services and the improvement of healthcare services, since healthcare is a fundamental human right.

In this paper we try to substantiate the need for including medical ethics and clinical bioethics in the studying plan for medical schools. This need arises because of the brand new situations generated by the current medical technology developments, which oblige us to be particularly respectful in dealing with bioethical principles and with the rights of human beings in order to have the most adequate framework for decision making with respect to medical procedures or interventions. We also discuss the teaching-learning processes, the adequate timing for teaching medical ethics, and the role of medical school teachers for achieving their educational and research objectives.

El 15 de agosto, el Colegio Médico del Perú realizo un homenaje a dos destacados profesores reconocidos internacionalmente, otorgándoles la Medalla y Diploma al Mérito Extraordinario, máxima distinción que otorga nuestra Orden.  Se trata del sacerdote dominico Dr.Gustavo Gutiérrez-Merino Dias, quien recibío el Premio Príncipe de Astrurias 2003, y del Dr.Diego Gracia Guillén, Catedrático de Bioética e Historia de la Medicina de la Universidad Complutense de Madrid. 

El 15 de agosto, el Colegio Médico del Perú realizo un homenaje a dos destacados profesores reconocidos internacionalmente, otorgándoles la Medalla y Diploma al Mérito Extraordinario, máxima distinción que otorga nuestra Orden.  Se trata del sacerdote dominico Dr.Gustavo Gutiérrez-Merino Dias, quien recibío el Premio Príncipe de Astrurias 2003, y del Dr.Diego Gracia Guillén, Catedrático de Bioética e Historia de la Medicina de la Universidad Complutense de Madrid. 

The Patients Day celebration, a proposal made by our Dean, Professor Ciro Maguiña-Vargas, is an opportunity for expressing solidarity with sick persons, and it is also a time for integration between healthcare personnel and patients. The main objective of this day is to promote in every health facility activities reinforcing the importance of maintaining good health, meditating on the meaning of being a patient, and to continue with this great crusade for humanization of healthcare services and the improvement of healthcare services, since healthcare is a fundamental human right.

In this paper we try to substantiate the need for including medical ethics and clinical bioethics in the studying plan for medical schools. This need arises because of the brand new situations generated by the current medical technology developments, which oblige us to be particularly respectful in dealing with bioethical principles and with the rights of human beings in order to have the most adequate framework for decision making with respect to medical procedures or interventions. We also discuss the teaching-learning processes, the adequate timing for teaching medical ethics, and the role of medical school teachers for achieving their educational and research objectives.

This is the third ethics symposium published by the Peruvian Journal of Gynecology and Obstetrics (RPGO) in the last 11 years, given the importance of this discipline for medical practice, especially for the gynecologist-obstetrician(1,2). Because of the topic’s transcendence, the Peruvian Society of Gynecology and Obstetrics (SPGO) hosted an event in 2009, highlighting various issues in sexual and reproductive health ethics(3). That same year, the Society participated in a Values Clarification Workshop in Trinidad, Bolivia(4).

Objective: To describe and delimit the psychiatric vocation process and its associated factors. Design: Transversal, qualitative, descriptive and comparative study of cases. Methodology: Previous informed consent in depth audio-recorded interviews were carried out in two groups selected by criteria of heterogeneity, 45 psychiatrists currently in practice and 61 residents in psychiatry. Results and conclusions: Psychiatric vocation includes several dimensions. It considers the person as an integral being, showing strong interest on the psychological part of the patient and a need to reduce the suffering caused by mental illness. In the group of psychiatrists, the psychiatric vocation showed itself as more consolidated and genuine. In the group of residents, psychiatric vocation appeared as a weak and in some cases inexistent process. Several residents chose psychiatry as a career on accou...

Objective. To describe and delimit the surgical vocation process and associated factors. Design. Selected cases cross-sectional study qualitatively and quantitatively analyzed with descriptive purpose. Methods. Previous informed consent in depth audio-recorded interviews was carried out in 40 surgeons in current professional practice. Main outcome measures. Surgical vocation. Results. Males represented 95%; mean age was 65 years (41-86), mean medical experience 35.4 years (10-68), surgical experience 30.2 years (03-59). Training centers: 85% had university surgical training and 15% non-university training. Surgical vocation is a process that can begin in different periods of the life`s cycle. When it does before university studies (17.5% of the studied sample) it is mainly associated to strong family influence (parents or uncles surgeons). More frequently (80%) it emerges during medical ...

En este número sobre la “Calidad Educativa en la Formación Médica”, tema de primerísima actualidad e importancia por los desafíos que nos presenta el rumbo universal del nuevo milenio, que exige -con impresionante avidez la excelencia y calidad académicas, los mejores recursos humanos e infraestructura. La acción debe iniciarse obligadamente luego de repasar nuestra realidad universitaria, las variables que intervienen en su desenvolvimiento, el modelo pedagógico, sus trabas y grandezas, sus limitaciones y necesidades, cuya evaluación y atendimiento permitan conseguir y aplicar con fundamento los más avanzados instrumentos que garanticen una gestión académica superior, con metodologías modernas, intercambio fluido, competitividad, incorporación de créditos, etc, que al final confluirán en la calidad del egresado y su actuación futura en la comunidad. Se trata de un c...