Curriculum Planning / Community Oriented Medical Education


Instituto Universitario Italiano de Rosario, Argentina


Teaching an encyclopedic medical program fragilizes knowledge and is being abandoned by Medical Schools.

At IUNIR, authors decided to evaluate the curriculum based on professional competences, i.e. “both generic competences that identify shared elements, common to any degree, such as the capacity to learn, to make decisions, project design and management skills, and specific competences that relate directly to the field of study, discipline or professional profile” (TUNING 2003).

This prospective study was performed in accordance with the Argentina Education Ministerial Resolution 1314/07 with a view to encourage significant knowledge retention.

Summary of Work

First of all the course of medicine at IUNIR was accredited in 2010 (Res. CONEAU 688/10) after a process of self- and external evaluation based on the standards of the 1314/07 Resolution of the Ministry of Education and quality criteria centered around competence learning.

A prospective investigation of assessment of competence in Medicine was then conducted between 2009 and 2013: each learning competence was constructed from 1st year onwards.

In total 70 professional skills in Medicine were studied over the course of the medical career (Table 1), especially in the last three years of studies, to demonstrate the step-by-step (constructed) skill-acquiring learning by students.

The 70 skills were evaluated from levels 1-5 (level 1 minimum and level 5 maximum) by students (n=281), graduates (n=53), professors (n=25) and authorities (n=8). For the quantitative analysis of the variables, the normality test was applied using SPSS software version 17.


Table 1: The 70 skills assessed over the medical curriculum at IUNIR between 2009 and 2013, spread across 4 dimensions and 10 different curricular components.

Take-home Messages

Educational quality can be improved when

Competence-Based Learning is applied to the

Medical Undergraduate Curriculum and

Medical Career.

Summary of Results

- Students: n=281: in 4th year, learned skills were between levels 3 and 4. In 5th year, they were between 4 and 5. In 6th year, almost all students reached 5th level (Figure 1).

- Graduates: n=53: 45 skills were applied correctly: levels 4 & 5 (84%).

- Head and assistant professors: n=25. Since 2006, professors have progressively incorporated and applied this pedagogical paradigm in a coordinated and harmonic manner in almost all curriculum subjects: 95% in 2013.

- Authorities: n= 8. The authority’s feedback - in qualitative terms - was consistent with that of the professors.

Figure 1: Levels of skills learned in Clinical Practice (1A), Scientific Thought (1B), Professionalism (1C) & Public Health & the Sanitary System (1D), based on students’ feedback.

1. I have been taught the fundamental theory
2. I have been taught the theory of how to perform this skill
3. I have seen the skill applied in person
4. I have performed the skill at least one time
5. I have acquired the skill (I have performed this skill several times throughout my career)
(& 6. I have not acquired any knowledge about this skill)


The authors are grateful to students & staff of IUNIR for their full participation to the accreditation and evaluation process.


1. Schwarz MR, Wojtezak A. Una vía hacia la educación médica orientada a las competencias: los requisitos globales esenciales mínimos. Educación Médica 2003; 6 (S2):S/5-S10.

2. TUNING Amercia Latina. Reflexiones y perspectivas de la ES en América Latina:  Competencias  Medicina (pag. 256-289,) Publicaciones de la Universidad de Bilbao, España (2007) y

3. Resolución 1313/07 del Ministerio de Educación de la Nación Argentina:ón2009.

4. Secchi Mario A. Medina Rivilla Antonio. “Didáctica aplicada a la Medicina”. (2010).Editorial Amalevi. Rosario. Argentina.

Summary of Work
Take-home Messages
Summary of Results
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