[Pedagocic and didactic renovation for histology and embryology learning. A 15 years experience].

This paper describes the pedagogical and didactical renovation carried out between 1986 y 2001 in the Cathedra of Histology and Embryology (Faculty of Medical Sciences, National University of Rosario). This process, initiated with pilot tests during early 70s and a full length paper in late 70s, was centered in differential activities performed by teachers and students, being adapted to the massive and no restricted admission during that period (2000 +/- 500 students). The design included individual and/or group management of self-learning and self-evaluation modules, training laboratories in microscopic diagnosis using protocols similar to clinical records, problem-solving sessions and theoretical sessions of consult and relearning, placed at the end of the aforesaid learning situations. Learning followed a decreasing support trajectory ([see text]) for reaching a systemic self-learning, relevant for incessant medical education. Its permanence and optimal results along 15 years encourage us to present this model as a valid and reliable one for Faculties with histological and embryological contents developed in a traditional formal or as a contribution to the passage from a traditional curriculum with independent subjects to other, renovated or innovative, with varied grades of integration.