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Esta es la última entrega de una serie de cuatro artículos muy especiales sobre la historia del maestro sabio, Gin y Seng, y su aprendiz de nombre cambiante. El maestro es el descubridor de un cierto número de Leyes Docentes Científicas de la Formación de Aprendices que han revolucionado el mundo educativo. Son las leyes que gobiernan el universo de la formación del aprendiz; son inalterables y válidas por sí mismas. Existen desde un tiempo sin comienzo. En una clara alegoría a la formación de los médicos internos residentes, los autores nos van describiendo las etapas por las que pasan los residentes, desde sus inicios titubeantes (primavera) hasta su actuación independiente (invierno), y nos dan las claves de lo que debe ser la labor de tutorización, desarrollando un completo curso de formación para tutores de residentes (AU)

This is the last chapter of a series of four very special articles on the story of the wise master, Gin and Seng, and his apprentice with changing name. The master is the discoverer of a certain number of Scientific Teaching Laws for Apprentices Training which have revolutionized the world of education. These are the three rules governing the education of apprentices; they are inalterable and valid by themselves. They have existed from a time with no beginning. In a clearly allegorical story of the training period of hospital medical residents, the authors describe the different stages that residents go through, from their hesitating start (spring) to their independent performance (winter), while providing the keys to the correct tutoring tasks, creating a complete training course for medical residents tutors (AU)

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This paper explores the historical trends that have shaped the perioperative nursing specialty. The educational, societal, and political influences are examined through different historical periods. After, initially, being the first recognized nursing specialty operating room nursing was later removed from the nursing education curriculum. A debate as to whether perioperative nursing was simply a technical skill or actually "real" nursing was beginning and it continues to this day. Today, students' lack of exposure to the operating room, unsuccessful preceptorship programs, and poor working conditions are creating major recruitment and retention challenges. Because these historical trends have led to the decline of perioperative nursing, it is crucial for modern nurses to understand the factors that are influencing our practice and to make collective efforts to positively influence the future of our specialty.

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This article examines the history, current status, and future direction of community-based dental education (CBDE). The key issues addressed include the reasons that dentistry developed a different clinical education model than the other health professions; how government programs, private medical foundations, and early adopter schools influenced the development of CBDE; the societal and financial factors that are leading more schools to increase the time that senior dental students spend in community programs; the impact of CBDE on school finances and faculty and student perceptions; and the reasons that CBDE is likely to become a core part of the clinical education of all dental graduates.

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Two decades ago service-learning as an innovation lingered on the periphery of the academy. Today, service-learning has spread across American higher education. Few educational innovations have achieved such relatively rapid success. This article describes the historical and philosophical underpinnings of service-learning. It notes some of the significant debates that have occurred among its practitioners. The authors draw from experience at their university, the University of Pennsylvania, to describe the importance of connecting service-learning to the core educational and civic missions of a college or university, as well as to provide a case study of how that connection might be made.

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Before the advent of university-based dental education, preceptorship training was the only way one could learn to be a dentist. Even after dental schools became firmly entrenched in the university system, preceptorships were accepted for specialty training. In the 1960s, the American Association of Orthodontists revived the tradition to meet a growing demand for orthodontic specialists. By the time that program concluded a decade later, over 200 specialists had completed their studies; many preceptees went into clinical practice near or with their mentors. The author of this historical review is a practicing orthodontist certified by the American Board of Orthodontics, a faculty member of a university orthodontic department, and a 1961 graduate of the supervised preceptorship program.

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During the nineteenth century, two parallel developments, a surge in neuroscience discovery and the advent of medical specialization, resulted in new educational demands for advanced, postgraduate neurologic training in the United States. Archival data, including trustees' reports, school charters, and instructional plans from medical institutions in New York, Boston, Philadelphia, and Chicago, document three comparative models for early postgraduate neurologic training. First, senior physicians with an interest in neurologic disease incorporated postgraduates directly into their practice and as laboratory assistants; second, medical universities, as well as distinct postgraduate schools, organized advanced general medical curricula with optional opportunities for focused neurologic training; and third, separate neurologic hospitals provided physicians with full-time clinical instruction specifically in neurology. As a result, although neurology residencies were not established until the 1900s, postgraduate neurologic training was firmly institutionalized in nineteenth-century America. These programs provided doctors in the United States with advanced neurologic educational opportunities and expertise and fostered the development of a distinct American neurologic school.

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