[Program for instruction in comprehensive general medicine: conceptualization and strategies for its evaluation]

This article describes the concepts and strategies underlying the evaluation of the Comprehensive General Medicine Program of the School of Medicine of the Autonomous National University of Mexico. The exact purpose of that evaluation, done in 1982, was to strengthen and redirect the lines of this program's current development, which had been conceived since its inception in 1974 as an experimental study plan based on a system of modular and tutorial instruction. The article describes the identified conceptual, methodological, logistic, operational and attitudinal obstacles to this evaluation process. The methodology involves a sequence consisting in the evaluational experiences of basically innovative programs of undergraduate medical instruction, the selection of an evaluation model, identification of the aspects to be evaluated, the determination of priorities, and the definition of specific evaluation projects. From the aspects identified and given priority the following 12 evaluation projects emerged: curriculum review, follow-up of alumni, instruction materials, tutors, integration of knowledge, student performance, instructional activities, students in social service, student enrollments, dropping out, professional examination, and education administration.