Experience of innovation and curricular evaluation, School of Midwifery, University of Chile, period 2006-2019.

Abstract

The school of midwifery of the Universidad de Chile changed the way of approaching the undergraduate training process, from a model focused on content to one based on competencies. The objective of this article is to describe the reflection after the transformation and curricular evaluation of the new curriculum based on competencies. This process was carried out in two periods, the first one extended from 2006 to 2014, and consisted of the implementation of the curricular innovation. It ended with the Objective Structured Clinical Examination (OSCE), applied to a cohort of students with innovated and non-innovated curriculum. The second period began in 2015 with the implementation of the curricular adjustment and ended with the first and second cycle evaluations carried out in 2017 and 2019 respectively, through which the strengths, weaknesses and learning of the process were analyzed, actions that allowed generating recommendations to achieve the competencies of the graduate profile. As a result of the process, we can conclude that the cycle evaluations allow systematizing the curricular processes, allowing the visualization of the necessary adjustments in the curriculum. These processes should be implemented permanently in all health sciences careers.