Longitudinal evaluation of a major curricular reform in undergraduate medical education: a cohort study from Chile

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dc.catalogadorgrr
dc.contributor.authorCisternas Martinez, Marcela Carolina
dc.contributor.authorGarrido, Francisco
dc.contributor.authorRivera Mercado, Solange
dc.contributor.authorBitrán Carreño, Marcela
dc.contributor.authorThone Miranda, Natalie Andrea
dc.contributor.authorRiquelme Pérez, Arnoldo
dc.contributor.authorGana Ahumada, Natalia
dc.contributor.authorNazar Jara, Claudio
dc.contributor.authorRodriguez, Javier
dc.contributor.authorSirhan Nahum, Marisol
dc.contributor.authorValdes, Claudia
dc.contributor.authorHeusser Risopatron, Felipe
dc.contributor.authorMoraga Uribe, Lili Gisela
dc.date.accessioned2025-12-17T15:12:08Z
dc.date.available2025-12-17T15:12:08Z
dc.date.issued2025
dc.description.abstractMedical education is undergoing significant transformations to better align with evolving healthcare needs. In 2015, the Pontificia Universidad Católica de Chile implemented a major curricular reform in its School of Medicine, shifting from a traditional 7-year program to an integrated, competency-based 6-year curriculum. This study aimed to assess the academic outcomes, clinical competencies, and differences in student well-being between both curricula. Methods:We conducted a prospective, longitudinal, comparative study of two cohorts: the last cohort under the traditional curriculum and the first cohort under the new curriculum. Three measurements were carried out along the study program: at the beginning, at the middle and at the last year of the program. Academic performance, professionalism, and clinical competencies were evaluated using standardized written tests, OSCEs and the National Medical Exam (EUNACOM). In addition, we compared the courses grades and attrition statistics along the studies. At these three points, students also answered a range of self-reporting instruments regarding distress, burnout, wellbeing, mindfulness, empathy and the educational environment. Results: Both cohorts achieved similar average grades and EUNACOM scores. The new curriculum cohort had a significantly lower course failure rate (7.6% vs 13%, p<0.01) and better outcomes in professionalism and communication. Final OSCE scores were slightly higher in Obstetrics/Gynecology and Family Medicine. Despite these improvements, both cohorts showed high and increasing levels of stress, burnout, and declining empathy, particularly in the final years. While the elevated levels of stress and anxiety observed among medical students are extensively documented in the literature, the COVID-19 pandemic may have exerted an additional influence on these outcomes. Conclusion: The new curriculum maintained academic performance while enhancing professionalism and reducing failure rates and training time. However, persistent mental health challenges underscore the need for stronger and more effective support systems. These findings reveal the value of competency-based education while highlighting the importance of holistic curricular evaluation.
dc.fechaingreso.objetodigital2025-12-17
dc.format.extent11 páginas
dc.fuente.origenSIPA
dc.identifier.doi10.62694/efh.2025.376
dc.identifier.urihttps://doi.org/10.62694/efh.2025.376
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/107434
dc.information.autorucGarrido Cisterna, Francisco Javier;Facultad de Medicina;S/I;227690
dc.information.autorucEscuela de Medicina; Cisternas Martinez, Marcela Carolina; S/I; 4233
dc.information.autorucEscuela de Medicina; Rivera Mercado, Solange; 0000-0002-4005-5300; 123136
dc.information.autorucEscuela de Medicina; Bitrán Carreño, Marcela; 0000-0001-7647-2109; 450
dc.information.autorucEscuela de Medicina; Thone Miranda, Natalie Andrea; S/I; 155359
dc.information.autorucEscuela de Medicina; Riquelme Pérez, Arnoldo; 0000-0002-8259-8960; 3538
dc.information.autorucEscuela de Medicina; Gana Ahumada, Natalia; S/I; 12850
dc.information.autorucEscuela de Medicina; Nazar Jara, Claudio; 0000-0002-8231-8770; 129215
dc.information.autorucEscuela de Medicina; Sirhan Nahum, Marisol; 0000-0002-9691-0441; 78934
dc.information.autorucEscuela de Medicina; Heusser Risopatron, Felipe; S/I; 56367
dc.information.autorucEscuela de Medicina; Moraga Uribe, Lili Gisela; 0009-0003-3037-3465; 71190
dc.issue.numero4
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final346
dc.pagina.inicio336
dc.revistaEducation for Health
dc.rightsacceso abierto
dc.rights.licenseCC BY-NC-SA 4.0 Attribution-NonCommercial-ShareAlike 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
dc.subjectMedical education
dc.subjectCurricular reform
dc.subjectCompetence-based curriculum
dc.subjectActive methodologies
dc.subjectProfessionalism
dc.subjectWell-being
dc.subjectEducational environment
dc.subject.ddc340
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleLongitudinal evaluation of a major curricular reform in undergraduate medical education: a cohort study from Chile
dc.typeartículo
dc.volumen38
sipa.codpersvinculados4233
sipa.codpersvinculados123136
sipa.codpersvinculados450
sipa.codpersvinculados155359
sipa.codpersvinculados3538
sipa.codpersvinculados12850
sipa.codpersvinculados129215
sipa.codpersvinculados78934
sipa.codpersvinculados56367
sipa.codpersvinculados71190
sipa.codpersvinculados227690
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