Integrative role of pathophysiology in medicine is analogous to that of systemic biology among non-medical life sciences. Pathology rooted in morphology,because autopsy and microscopy in early 19th century revealed so...Integrative role of pathophysiology in medicine is analogous to that of systemic biology among non-medical life sciences. Pathology rooted in morphology,because autopsy and microscopy in early 19th century revealed some loci and elements of disease. However,this was not enough for comprehension of systemic disorders and relations between elements. This promoted the involvement of physiology and birth of pathophysiology. For a long time the methodological options for bedside studies were scarce,so generations of physicians percepted pathophysiology as a science of lab and vivarium only,unlike pathomorphology,had integrated in clinics earlier. This lead to fornication between two sister branches of pathology and teaching of pathology and clinical subjects separated. Methodological progress of 20th century created basis for less or non-invasive patient studies. Current advances of pathochemistry,medical genetics,immunopathology,bioinformatics-give the chance to pathophysiology and pathomorphology spread far beyond the constraint of their historical names and intermingle. Current Pathophysiology grew into clinics (via laboratory and functional diagnosis,which contains clinical experimenting). This promotes re-integration of pathology sister branches,not via absorption,but through mutual shift to clinical correlations. Holistic approach to patient,disease and education is traditional for Russian medicine. In our pathophysiology teaching,classical lab experiments are joint to early start of clinical pathology (6th term),case history analysis,lectures co-delivered by pathologist and clinician with demonstration of patients. Pathomorphologist and clinician are included in state board for pathophysiology exam. In teaching posters pathophysiological,clinical and pathomorphological data are fused. Local net of digital television microscopes gives instant video archive of experimental results added to student's protocols of lab studies. Teaching posters and course papers are contributed from student's data for project-oriented learning.展开更多
文摘Integrative role of pathophysiology in medicine is analogous to that of systemic biology among non-medical life sciences. Pathology rooted in morphology,because autopsy and microscopy in early 19th century revealed some loci and elements of disease. However,this was not enough for comprehension of systemic disorders and relations between elements. This promoted the involvement of physiology and birth of pathophysiology. For a long time the methodological options for bedside studies were scarce,so generations of physicians percepted pathophysiology as a science of lab and vivarium only,unlike pathomorphology,had integrated in clinics earlier. This lead to fornication between two sister branches of pathology and teaching of pathology and clinical subjects separated. Methodological progress of 20th century created basis for less or non-invasive patient studies. Current advances of pathochemistry,medical genetics,immunopathology,bioinformatics-give the chance to pathophysiology and pathomorphology spread far beyond the constraint of their historical names and intermingle. Current Pathophysiology grew into clinics (via laboratory and functional diagnosis,which contains clinical experimenting). This promotes re-integration of pathology sister branches,not via absorption,but through mutual shift to clinical correlations. Holistic approach to patient,disease and education is traditional for Russian medicine. In our pathophysiology teaching,classical lab experiments are joint to early start of clinical pathology (6th term),case history analysis,lectures co-delivered by pathologist and clinician with demonstration of patients. Pathomorphologist and clinician are included in state board for pathophysiology exam. In teaching posters pathophysiological,clinical and pathomorphological data are fused. Local net of digital television microscopes gives instant video archive of experimental results added to student's protocols of lab studies. Teaching posters and course papers are contributed from student's data for project-oriented learning.
