Tensions and reconfigurations of teaching practice due to a change in the curriculum in the Universidad Nacional Autónoma de México Faculty of Medicine

Tensiones y reconfiguraciones de la práctica docente ante el cambio curricular en la Facultad de Medicina de la Universidad Nacional Autónoma de México
Alicia Hamui Suttona,b

a División de Estudios de Posgrado, Facultad de Medicina, Universidad Nacional Autónoma de México

Recibido el 11 de noviembre de 2015; aceptado el 21 de enero de 2016

Palabras Clave

Educación médica, Cambio curricular, Formación docente, Modelo por competencias.


Medical education, Curriculum design, Faculty development, Competencies/skills.


In 2010, the Faculty of Medicine of the UNAM began implementing a new curriculum that has as its basic feature the incorporation of the teaching model of skills by subjects. The so-called 2010 Plan is student-focused and places emphasis on self-learning, which de-facto transforms the roles that teachers play in the educational process. The lack of guidance and training of teachers caused tensions within the departments, who are in charge of the curriculum design of the subjects and coordinate student and teacher activities. This work analyses, using the seven teaching training strategies of Jolly, the varied responses of teaching subjects to educational changes and the challenges teachers are facing at the basic levels (first two years of the undergraduate medical course). It also discusses the representations and practices that teachers develop in daily interactions in the context of the restructuring of the medical education field. In the discussion, the proposals of Jolly are contrasted with the process of educational transformation in the UNAM's Faculty of Medicine.