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Background: The educational model adopted by the Universidad Nacional Autónoma de México (UNAM) Faculty of Medicine is constructivist; it is a model based on competence development. It aims to provide learning environments that incorporate real activities (it helps the students to develop social negotiation skills, as part of their integral learning; it encourages them to take a critical and reflexive approach; and it is also a student-centered model). However, many challenges arise when this model is implemented in the context of hospital environments. Therefore, our aim was to analyse the hospital as an hermeneutical community and as a power relations scenario, contrary to the constructivist model. Methods: In the analysis of a conflict between a chief of a medical department and an undergraduated medical intern, we use Miranda Fricker's categories discriminatory epistemic injustice, and testimonial injustice, as well as Foucault's power relationships and knowledge. Results: The program implementation is placed in the context of power relations and different disciplinary methods that could affect the training process of the students, whose educational background belongs to the constructivist model. This in part is due to the existence of informal normative structures that are hidden in the process of medical knowledge construction at the hospital scenario. Conclusion: Practices of epistemic discriminatory injustice in the hospital environment increase vulnerability conditions for medical students in their education process. [ABSTRACT FROM AUTHOR]

In this research we focus on the medical evangelist Levi B. Salmans, and The Good Samaritan sanitarium. Doctor Salmans lived in Mexico for about 50 years (1885-1935). During the first part of his stay, he was devoted to found churches and Methodist schools. However, from 1891 he took a turn in his career by founding dispensaries in different towns of Guanajuato to create, in 1899, the private charity association for the sick and infirm The Good Samaritan. His intense, intellectual, and practical work led him to create health journals, to train nurses, and to promote physiotherapies in accordance with the science advances of that time. By itself, this research shows that the history of medicine in Mexico still has long way to go and that Protestant communities, in favor of modernity and scientific knowledge, took a big part in shaping the history of this discipline in Mexico. [ABSTRACT FROM AUTHOR]

From the second half of the 19th century, health disciplines went through an institutional and professional restructuring, which progressively altered the guild order that had characterized them to that point. In the case of Pharmacy, this process implied the generation of officially recognized spaces, as the chairs of Pharmacy and Medical Substance, founded during the Establecimiento de Ciencias Médicas (Establishment of Medical Sciences) (1833). In those spaces it was sought to institutionalize knowledge and modern practices related to Pharmacy. In this work we look over the first academic experience of the pharmaceutical community in that new space of instruction, based on the records belonging to the students enrolled in the Establecimiento de Ciencias Médicas from 1833 to 1865, year of the enrollment of the last generation. The information contained in those 163 records displays the way the pharmaceutical field was transformed, after the aforementioned restructuring. The reader will notice the diverse normativity, which regulated the joining of pharmacists to academic life (of which, until then, they were excluded). He will also realize how, among the first students enrolled in the Establecimiento de Ciencias Médicas, said normativity was broke in order to adapt it to the known ways of students and professors. Progressively, the guild instruction would be ousted by the institutional instruction (for example, the years of practice in the drugstores were rejected), so that the guild ways of teaching were changing to turn the pharmacist into an individual of institutional instruction. Desde la segunda mitad del siglo XIX, las disciplinas de la salud atravesaron por una reestructuración institucional y profesional que progresivamente alteró el orden gremial que las agrupaba. Para el caso de la Farmacia, el proceso implicó la generación de espacios oficialmente reconocidos, como las propias cátedras de Farmacia y de Materia Médica, fundadas en el Establecimiento de Ciencias Médicas (1833). En esos espacios se buscó institucionalizar los saberes y las prácticas modernas relacionadas con la disciplina. En este trabajo se revisa la primera experiencia académica de la comunidad farmacéutica en su nuevo espacio de instrucción, a partir de los expedientes de los estudiantes inscritos en el Establecimiento de Ciencias Médicas de 1833, año de su fundación, a 1865, cuando se inscribió la última generación. La información de los 163 expedientes ilustra las transformaciones ocurridas en el ámbito farmacéutico luego de la reestructuración de su entorno profesional. El lector notará la diversa normatividad que pretendió regular el ingreso de los farmacéuticos a la vida académica de la que hasta entonces estaban excluidos y verá cómo entre los primeros inscritos al Establecimiento de Ciencias Médicas dicha normatividad fue transgredida para adaptarse a las formas ya conocidas por estudiantes y profesores. Progresivamente, la instrucción de tipo gremial sería desplazada por la institucional, al desdeñarse los años de práctica en las boticas, de manera que las formas gremiales de enseñanza se fueron transformando para hacer del farmacéutico un personaje de instrucción institucional. [ABSTRACT FROM AUTHOR]