Our main responsibility is that of designing and implementing an innovative curriculum to ensure our students acquire the skills established by Spain’s Ministry of Education and Science for training future doctors under the Bachelor's-degree programmes.
Our curriculum reflects our belief in the need for active participation in their self-directed learning process, and its role as an independent, responsible constructor in their education. Problem-Based Learning (ABP) is the underlying learning strategy of our program, accounting for more than 40% of each learning module. Our ABP sessions are of two hours duration with groups of 10 students, and there are three sessions per week.
Alongside the ABP tutorials, our students also do workshops to train in clinical and communication skills, and take part in seminars and theoretical sessions.From the third year onwards, supervised clinical practices are also incorporated into the program. Our students continue their education under the supervision of clinical professionals in the University Hospital Doctor Josep Trueta, and in other hospitals and Primary Healthcare Centres.
The UEM is also responsible for designing methods of evaluation in line with our learning strategies and educational philosophy. Formative continuous assessment accounts for less than 40% of the overall evaluation for each module and consist of self-evaluation, peer evaluation and teacher evaluation, focused on the student’s capacity to learn, to work as part of a team, and their skills of communication and responsibility. The written evaluation of ABP (20% or more of the overall evaluation) is based on a case or clinical scenario that enables the capacity for clinical reasoning, analysis and troubleshooting, and retaining knowledge, to be evaluated. The more accumulative evaluation (maximum 40% of the final mark) varies in each module, and can include short questions, practical examinations or other suitable evaluative methods.
Furthermore, from the second year onwards a series of elective courses are taught completely in English to foment students’ international mobility. In the sixth year, students do a Final Degree Project in English, which can consist of a collection and analysis of primary data (clinical or laboratory), or a critical review of secondary data on a specific subject.