Variolation became a popular method in Europe in the eighteenth century. Sources from Gdańsk not only illustrate the guidelines that were used for these procedures, but also make it possible to compare that with the memories of the person on whom it was performed. In this case, the primary sources are: a 1772 work by physician Nathanael Mathaeus von Wolf, and the diaries of Johanna Henrietta Trosiener, mother of Arthur Schopenhauer. As the comparative analysis shows, the theoretical assumptions were sometimes changed during the practical implementation of variolation.

BACKGROUND: History courses are \"required\" elements among the didactic elements of the medical and pharmacy curricula in many schools around the world. The aim of this study was to develop consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods of a history of medicine and pharmacy course for medical and pharmacy students in the Arab World.
METHODS: A systematic search of PubMed, ScienceDirect, SpringerLink, Scopus, and Google Scholar was conducted to identify course aims, contents, intended learning outcomes from the literature. The search was supplemented by semi-structured in-depth interviews with 5 educators/academicians, 3 pharmacists, and 3 physicians. The Delphi technique was used among panelists (10 educators/academicians, 4 physicians, and 4 pharmacists) to develop consensus-based course aims, contents, intended learning outcomes, teaching, and evaluation methods.
RESULTS: The vast majority of the panelists agreed on the 10 items (agreement ≥88.9%) on the importance of teaching history to medical and pharmacy students. Consensus-based aims (n = 4) and intended learning outcomes (n = 13) were developed in the 1st and 2nd iterative Delphi rounds. The panelists suggested that 16 dedicated meeting hours (1 credit hour) would be required to cover the course. Bloom\'s verbs were used to target the lower and higher orders of the cognitive domain. The course could be taught through face-to-face lectures, provision of reading materials, video documentaries, case studies, group discussions and debates. Multiple-choice questions, written reflections, portfolios, group projects, and engagement in discussions and debates might be used to evaluate performance of students.
CONCLUSIONS: Consensus-based course of history of medicine and pharmacy course was developed for medical and pharmacy students in the Arab World. Well-designed course aims, contents, intended learning outcomes, teaching, and evaluation methods are more likely to meet the accreditation requirements and might improve performance of medical and pharmacy students. Future studies are still needed to investigate if such consensus-based courses can improve performance of the students.

Clinical practice guidelines provide a framework against which quality of care is measured. Recommendations contained within guidelines are used for decision-making not only within the clinical domain but also other related issues within the health systems. As such the use of research evidence for formulating recommendations contained in a guideline is a global standard to ensure guideline quality. The paper briefly reviews how the need for and use of evidence in guideline development shaped up historically and then provides an overview of the four typologies of guideline development mechanisms at the country level.

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To fulfill its role in the humanization of today\'s medicine is the correct subjective relationship between doctor and patient, the doctor and society, the teaching of the history of medicine should pay more attention to medicine as an art. This conception carries the ethical message of humanism and humanitarianism towards the patient. The history of medicine as an academic subject focuses mainly on the history of approaches, conceptions, outstanding discoveries in the domain of physiology and anatomy etc. However, I believe that to achieve the aim of humanizing medicine, we should adopt an interdisciplinary approach. Therefore teaching the history of medicine and pharmacy, I try to consider its particular aspects from the philosophical-ethical perspective. In this way the focus of attention shifts to the patient his experience of suffering, his illness and death. What made me choose this perspective was the study of the Polish 19th Century approach to the history and philosophy of medicine, in which the patient and his health was an end in itself.

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Fever being one of the best known symptoms, and appearing so frequently that it is often assimilated to \"illness\", has brought us to try and find out what \"fever\" means in a general way; in other words, we examined its medical and scientific concept throughout the centuries. In the course of primitive and archaic periods, fever, as well as diseases, was placed in the supernatural sphere and was reserved to magico-religious practices. Hippocrates will change this method by devoting himself to meticulous clinical observation, considering fever as a sign of illness, and by characterizing the different types of fever. When considering the mechanisms of its appearance, he will stick to the theory of \"body-humors\" and the \"theories of numbers.\" Galenos will adapt that theory to Aristotle\'s philosophy and, doing so, he made it last for several centuries. The Renaissance will place critical thinking higher than slavish acceptance of theories, but it will not start any revolution in the appreciation of fevers. The possibility of contagion is mentioned, but the latter will only be well established by Pasteur and Koch. The breakthrough of microscopy into pathology will have to wait for Virchow. Thermometry will have to wait two centuries between Santorio and Wunderlich. The fever-concept will stay vague until experimental physiology and medicine will acquire their vested rights owing to Magendie and Bernard. They will moreover be followed by the microbiological era. The breakthrough will be the consequence of experimental proofs of the existence of a temperature-centre located in the hypothalamus and the pre-optic area. The discovery of endogenous as well as exogenous pyrogens has contributed to the creation of rational models which cover nearly completely the problem of body-temperature and fever. This long way did not progress as a regularly favourable evolution but, now and again, appeared figureheads who allowed us to approach the truth nearer and nearer.