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There are few studies on pharmacovigilance (pv) and adverse drug reactions (adr) in Mexico. The aim was to assess the effect of a pharmacovigilance training program on attitudes among healthcare professionals in a public hospital in Mexico State. This study was conducted in 100 physicians and nurses. A questionnaire was designed to assess attitudes in pv; its reliability was determined with Cronbach’s alpha coefficient and criterion validity with Delphi method and applied it. Based on the needs detected, a training program was designed, applied to healthcare professionals and yet again the questionnaire was applied. In addition, adverse drug reaction reports were reviewed and compared using Wilcoxon signed-rank test. A factor analysis was performed to identify the questionnaire’ main components. After the intervention, there were statistically significant differences; the number of monthly reports of suspected adr significantly aroused, also improving the quality of the information collected. This study showed how an educational intervention helps increase positive abilities and attitudes about pv and adr reports among healthcare professionals.

Analizar epistemológicamente los problemas de salud requiere incorporar la epistemología a los programas de posgrado en ciencias de la salud. Con el propósito de caracterizar los campos problemáticos que fundamenten el diseño de un programa académico para el curso de epistemología en ciencias de la salud se realizó un estudio con el enfoque de la hermenéutica gadameriana en tres etapas. El punto de partida expone la concepción de hombre, conocimiento y epistemología. El horizonte de comprensión se elaboró con tendencias epistemológicas hegemónicas. La fusión de horizontes integró las características de los siguientes campos problemáticos: epistemología de las ciencias de la salud, lógica de las ciencias de la salud, tendencias epistemológicas en ciencias de la salud, problemas epistemológicos de las ciencias de la salud. Se concluye que los campos problemáticos descritos introducen al estudiante a la reflexión de su práctica científica mediante el análisis racional, axiológico y crítico.