• Marcela Cisternas, Javier Rodríguez, Carolina Llanos, Francisco Garrido, Claudio Nazar, Natalie Thone, Marisol Sirhan, Natalia Gana, Claudia Valdés, and Solange Rivera.
• Escuela de Medicina, Pontifica Universidad Católica de Chile, Santiago, Chile.
• Rev Med Chil. 2022 Jun 1; 150 (6): 821827821-827.

AbstractThe accelerated scientific, technological, and social advances in recent years have posed new challenges for professional training institutions, where universities play a leading role. Medical schools have not been oblivious to this process. This is how Pontificia Universidad Católica de Chile implemented in 2015 a curricular reform derived from the joint work of academics, students and graduates. For this purpose, a model consisting of stages was followed, including the identification of the problem, general assessment of needs, definition of purpose and learning objectives. We worked with surveys, focus groups and committees of academics and students to identify and map content within the mesh, review terminal learning objectives while creating and reviewing courses for the vertically and horizontally integrated delivery of content and competencies. The first cohort of the new curriculum entered in 2015, consisting of 126 students. The implementation required constant follow-up and monitoring, establishing changes and adjustments according to educational needs and unforeseen conditions such as the COVID-19 pandemic. The implementation process of the new curriculum has been positive, adjusting to the defined strategic planning and responding to unexpected events.

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