Teaching Implications

Curricular integration is based on offering the student contextualized and coherent learning. The student must understand the meaning and relevance of the concepts being studied.

To achieve that goal, the Integrated Curriculum provides:

1. Linking all subjects throughout the six years of the degree program in order to offer progressive, deep and lifelong learning. This puts an end to the juxtaposition between basic and clinical subjects ("vertical integration") and the organization of clinical subjects in isolation from each other ("horizontal integration"). In addition, redundant information is avoided, optimizing time and avoiding discrepancies.

2. Analyze which professor and assessment methodology is the most appropriate for each skill of the Degree. Thus, practical learning in the hospital environment ceases to run in parallel and is fully integrated from the first courses. The master class is considered as one methodology among many othersproblem-based learning, team learning, reverse class , etc.).

3. Integrate in all subjects some transversal competencies and knowledge of subjects such as epidemiology and preventive medicine, or ethics and professionalism.

With this change, the teacher is integrated into aneducational model that allows him/her:

More effective teaching : with the new methodologies and better planning of teaching, the teacher will optimize his or her time and will be able to see how the student learns more effectively and with greater clinical sense.

2. A more interactive and mutually enriching student relationship that can easily extend to mentoring.

3. An easier integration of the student in the dynamics of the clinical services and Departments , within a training continuum that continues during the residency program.