Tensiones y reconfiguraciones de la práctica docente ante el cambio curricular en la Facultad de Medicina de la Universidad Nacional Autónoma de México

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.