RESUMO
The authors discuss an experiment conducted at the Zaragoza National School of Professional Studies of the Autonomous National University of Mexico (ENEP-Zaragoza). This experiment, already reported in a previous issue of this quarterly, consisted of the simultaneous application of two different curricula for studies leading to a medical degree in surgery. In this second article, the authors discuss the process used in evaluating the current curricula, which were assessed from three standpoints: theory and concept; academic effectiveness, and a follow-up on graduates. They describe the methodology used and analyse the findings. Their conclusion is that with the modular curriculum, the students obtained a greater command of their professional functions at an earlier stage, than with the curriculum organized by subject matter. These observations are corroborated by the fact that there are academic differences between students taught according to different educational models and curricula. On the basis of these and other significant facts, the authors state that the modular plan of studies is better suited to the country's health needs, since it trains medical students to deal with the health problems of higher-risk groups (maternal and child care).
