The Integrated Curriculum is a new methodology professor , unique in Spain, accredited by the experience of several leading international universities in the study of Medicine. It represents a substantial change in the way teaching is organised and delivered in favour of contextualised and related learning. 

It is a commitment of the University of Navarra that changes the way of understanding Medicine and the training of future doctors. 

The integrated curriculum implies a development as professor: the teacher will learn to handle different teaching and assessment methodologies. The class lecture is only justified when there is an irreplaceable contribution of value.

In addition, it is a tool that allows to be more effective and efficient: if the methodology is appropriate and the learning is contextualised, the student learns in less time and with greater clinical approach .

On the other hand, it highlights a more interactive and mutually enriching student-teacher relationship, which can easily be extended to counselling.

It also allows for easier integration of student into the dynamics of clinical services and Departments , within a training continuum that extends throughout the residency program.

The Integrated Curriculum includes internships for all students from first to sixth year. These are carried out at Clínica Universidad de Navarra, in the health centres with which the School of Medicine has agreements and in the facilities provided for practice (simulation centre, laboratories, dissection rooms, etc.) at #MedUNAV.

In addition, independently of the clinical internships that all students undertake, the third year is mainly devoted to an intensive year of rotations at the Pamplona or Madrid offices of the Clínica Universidad de Navarra. Throughout this course, students rotate in the six main specialities that the World Federation for Medical Education considers essential in the training of a doctor: Primary Care, Gynaecology, Internal Medicine, Psychiatry, Paediatrics and Surgery.

The Integrated Curriculum focuses on three lines of integration that favour better learning on the part of student.

Firstly, it links all subjects over the six years of the course to offer progressive, in-depth and lifelong learning. This puts an end to the juxtaposition between basic and clinical subjects, as well as the organisation of subjects in isolation. It also avoids redundant information, optimising time and avoiding discrepancies.

In addition, it analyses which methodology professor and assessment methodology is most suitable for which skill at Degree. Thus, practical learning in the hospital environment no longer runs in parallel and is fully integrated with theoretical teaching right from the first courses, with increasing complexity. The class is seen as one methodology among many others (problem-based learning, collaborative learning or the reverse class ).

Finally, it integrates in all subjects some cross-cutting skills and knowledge from subjects such as epidemiology and preventive medicine, or ethics and professionalism.

In the 1980s, a number of initiatives emerged in North America, most notably at McMaster University, which advocated progressive, interdisciplinary training for future doctors. Forty years later, this curricular integration is now an essential accreditation requirement for all Schools in the USA and Canada. Other medical schools Schools in the Netherlands, England and Germany have followed the same path with very good results.

There is a #MedUNAV team that works to continuously adjust and review the implementation of the Integrated Curriculum. It consists of two people from the Board of the School, 20 members with area responsibilities, the course coordinators and the directors of the Departments.

As planned, the Integrated Curriculum was implemented and is running in #MedUNAV since September 2020.

The National Agency for Quality Assessment and Accreditation (National Agency for Assessment of Quality and Accreditation) approved in November 2020 the new Study program of the School of Medicine of the University of Navarra.