RESUMO
Italian universities have been distinguished since their beginnings, within different specialties. One of them, if not the most important, is the teaching of medicine. One of the leaders is the University of Padua, founded in 1222, establishing itself as the second most important institution after the University of Bologna. In spite of the difficulties faced by this university, as with most other universities during the medieval period, it continued to perform and consolidate once again during the Renaissance as one of the most outstanding universities in Europe. The University of Bologna and the University of Padua shared the leadership in teaching during this period. At the University of Padua, the lectures were always full with teachers and students of great fame, such as Andreas Vesalio, Gabriele Falopio, William Harvey, Giovanni Battista Morgagni, Antonio Scarpa, to name just a few. In this article we discuss the rights the University had since it beginnings, from its establishment to the Renaissance, and the great influence of some of the teachers and students in the art and science of medicine.
Assuntos
Médicos/história , Faculdades de Medicina/história , Universidades/história , História do Século XVI , História do Século XVII , História do Século XVIII , ItáliaRESUMO
La enseñanza organizada proporcionada por juristas y asociaciones estudiantiles da inicio a la Universidad de Bolonia en 1150. El prestigio de ésta como centro de excelencia en el estudio del derecho, alentó a otros profesores eruditos a desplazarse a esa ciudad, de modo que ars dictaminis, gramática, lógica, filosofía aristotélica, matemáticas y medicina, eran enseñadas en el siglo XIII. Esta universidad fue la más grande de Italia durante el Renacimiento; tuvo un crecimiento continuo y en 1530 la matrícula se estabilizó entre 95 y 100 profesores. En la universidad había un mínimo de ocho catedráticos que enseñaban derecho civil, derecho canónico, medicina, lógica, filosofía natural y retórica. La enseñanza de la medicina fue iniciada por Tadeo Alderotti. En 1400, la Facultad de Medicina comprendía un curriculum de cuatro años en el que se cursaba medicina teórica, medicina práctica y cirugía, permaneciendo así hasta 1600, cuando se agregan botánica médica, anatomía y cirugía, y medicina clínica; cada una dividida en primo lectione y secunda lectione. Los libros de Galeno, Avicena e Hipócrates eran los más usados. La población estudiantil tenía un carácter internacional: 73 % correspondía a estudiantes de otros territorios italianos y 26 % procedía de otras naciones transalpinas. En la matrícula de profesores y alumnos destacan figuras de renombre, que gracias a la naturaleza de sus investigaciones en anatomía general y especial, embriología y cirugía, elaboraron obras cimeras que sentaron las bases científicas para la enseñanza y evolución de la cirugía.
The University of Bologna was founded in 1150 and was the first European University to establish this educational trend. The combination of structured teaching and student associations marked the origin of the studium generale. The presence of teaching legists encouraged teachers in others fields to come to Bologna. Ars dictaminis, grammar, logic, philosophy, mathematics and especially medicine were taught there by the middle of the thirteenth century. The university offered advanced instruction in law, medicine, and theology and had a minimum of six to eight professors teaching civil law, canonical law, medicine, logic, natural philosophy and usually rhetoric. Many professors bearing local names were learned scholars and commanding figures in medicine and surgery. Taddeo Alderotti (1210-1295) began to teach medicine in Bologna in about 1260. He soon raised medicine to a prestigious position in the university. The geographical distribution demonstrates the international distribution of the student body: 73% were Italians and 26% non-Italians. The decision of the legislature of Bologna to take control of the university from the students by paying professors was probably the most important decision in the history of Italian universities. Examination of the distribution of professors offers a detailed picture of the faculty. In 1370 the university had 11 professors of civil law, 7 professors of canonical law, 3 professors of medical theory, 2 professors of medical practice (specifically of diagnosis and treatment), and 1 professor of surgery. After growing steadily, the numbers of teachers stabilized at 85 to 110 until the year 1530.
Assuntos
Humanos , História Medieval , História do Século XV , História do Século XVI , Universidades/história , Currículo , Docentes de Medicina/história , Faculdades de Medicina/história , Itália , Universidades/organização & administraçãoRESUMO
The foundation date of the University of Bologna was 1150, was the first European University and set the pattern. The combination of structured teaching and students association marked the origin of the studium generale. The presence of teaching legists encouraged teachers in others fields to come to Bologna. Ars dictaminis, grammar, logic, philosophy, mathematical arts and especially medicine were taught there by the middle of the thirteenth century. The university had to offer advanced instruction in law, medicine, and theology, had a minimum of six to eight professors teaching civil law, canon law, medicine, logic, natural philosophy and usually rhetoric. Many professors bearing local names were able scholars and commanding figures in medicine and surgery. Taddeo Alderotti (1210-95) began to teach medicine in Bologna about 1260. He soon raised medicine to a prestigious position in the university. The geographical distribution demonstrates the international character of the student body 73% were Italians and 26% non Italians. The decision of the commune of Bologna to wrest control of the university from the students by paying professors was probably the most important decision in the history of Italian universities. Examination of the distribution of professors offers a detailed picture of the faculty. In 1370 the university had 11 professors of civil law, seven professors of canon law, three professors of medical theory, two of medical practice (the specific of diagnosis and treatment), and one professor of surgery. After growing steadily the numbers of teachers stabilized at 85 to 110 until 1530.
Assuntos
Educação Médica/história , Universidades/história , História do Século XV , História do Século XVI , História Medieval , ItáliaRESUMO
The foundation date of the University of Bologna was 1150, was the first European University and set the pattern. The combination of structured teaching and students association marked the origin of the studium genérale. The presence of teaching legists encouraged teachers in others fields to come to Bologna. Ars dictaminis, grammar, logic, philosophy, mathematical arts and especially medicine were taught there by the middle of the thirteenth century. The university had to offer advanced instruction in law, medicine, and theology, had a minimum of six to eight professors teaching civil law, canon law, medicine, logic, natural philosophy and usually rhetoric. Many professors bearing local names were able scholars and commanding figures in medicine and surgery. Taddeo Alderotti (1210-95) began to teach medicine in Bologna about 1260. He soon raised medicine to a prestigious position in the university. The geographical distribution demonstrates the international character of the student body 73% were italians and 26% non Italians. The decision of the commune of Bologna to wrest control of the university from the students by paying professors was probably the most important decision in the history of Italian universities. Examination of the distribution of professors offers a detailed picture of the faculty. In 1370 the university had 11 professors of civil law, seven professors of canon law, three professors of medical theory, two of medical practice (the specific of diagnosis and treatment), and one professor of surgery. After growing steadily the numbers of teachers stabilized at 85 to 110 until 1530.
La enseñanza organizada proporcionada por juristas y las asociaciones estudiantiles da inicio a la Universidad de Bolonia en 1150. Su prestigio como centro de excelencia en el estudio del derecho, alentó a otros profesores eruditos a desplazarse a esa ciudad de modo que Ars dictaminis, gramática, lógica, filosofía aristotélica, matemáticas y medicina eran enseñadas en el siglo XIII. Esta universidad fue la más grande de Italia durante el Renacimiento; tuvo un crecimiento continuo, la matrícula se estabilizó entre 95 y 100 profesores en 1530. En la universidad había un mínimo de ocho catedráticos que enseñaban derecho civil, derecho canónico, medicina, lógica, filosofía natural y retórica. La enseñanza de la medicina fue iniciada por Tadeo Alderotti. La Facultad de Medicina en 1400 comprendía un curriculum de cuatro años cursando medicina teórica, medicina práctica, y cirugía, permaneciendo estable hasta 1600 donde se agregan botánica médica, anatomía y cirugía, y medicina clínica. Cada una dividida en primo lectione y secunda lectione, los libros de Galeno, Avicena e Hipócrates eran los más usados. La población estudiantil tenía un carácter internacional, 73% correspondía a estudiantes extranjeros dentro del territorio italiano y 26% procedían de otras naciones transalpinas. En la matrícula de profesores y alumnos destacan figuras de renombre que gracias a la naturaleza de sus investigaciones en anatomía general y especial, embriología y cirugía, elaboraron obras cimeras que sentaron las bases científicas para la enseñanza y evolución de la cirugía.
Assuntos
História do Século XV , História do Século XVI , História Medieval , Educação Médica/história , Universidades/história , ItáliaRESUMO
The University of Bologna was founded in 1150 and was the first European University to establish this educational trend. The combination of structured teaching and student associations marked the origin of the studium generale. The presence of teaching legists encouraged teachers in others fields to come to Bologna. Ars dictaminis, grammar, logic, philosophy, mathematics and especially medicine were taught there by the middle of the thirteenth century. The university offered advanced instruction in law, medicine, and theology and had a minimum of six to eight professors teaching civil law, canonical law, medicine, logic, natural philosophy and usually rhetoric. Many professors bearing local names were learned scholars and commanding figures in medicine and surgery. Taddeo Alderotti (1210-1295) began to teach medicine in Bologna in about 1260. He soon raised medicine to a prestigious position in the university. The geographical distribution demonstrates the international distribution of the student body: 73% were Italians and 26% non-Italians. The decision of the legislature of Bologna to take control of the university from the students by paying professors was probably the most important decision in the history of Italian universities. Examination of the distribution of professors offers a detailed picture of the faculty. In 1370 the university had 11 professors of civil law, 7 professors of canonical law, 3 professors of medical theory, 2 professors of medical practice (specifically of diagnosis and treatment), and 1 professor of surgery. After growing steadily, the numbers of teachers stabilized at 85 to 110 until the year 1530.
Assuntos
Universidades/história , Currículo , Docentes de Medicina/história , História do Século XV , História do Século XVI , História Medieval , Humanos , Itália , Faculdades de Medicina/história , Universidades/organização & administraçãoRESUMO
The interest in the physical perfection and the corporal forms brings as a result the creation of new anatomical studies. The anatomical knowledge progressed in the second half of the XV century, conceiving the knowledge of the human body as a basic reality of Medicine. One of the greater contributions of the Italian Universities to medicine was the teaching of anatomy. The Universities of Padua, Bologna, and Pisa educated in their classrooms great physicians like Andres Vesalio, Gabriel Fallopio, Realdo Colombo, Mondino de Luzzi, Julio Ceasar Aranzio, and Gaspare Tagliacozzi, among others. The teaching of anatomy during the Renaissance was characterized by the development of dissection techniques and autopsy practice, which was recognized as an extremely valuable skill for anatomical study. The dissections were made in circular amphitheatres in the following way: a Medicine professor read the text book, another one made the dissection, and a third one indicated the structures referred.