Integrative Knowledge Project and Microcurricular Innovation in Obstetrics

Abstract

Curriculum development in the health sciences faces a pedagogical challenge that limits the integration of knowledge and the cross-disciplinary connections. This study analyzes how the Integrative Knowledge Project is implemented and valued formatively as a central element that unites the microcurriculum in Obstetrics. A sequential mixed-methods approach was used, with a predominance of the quantitative method. The quantitative phase included a census, cross-sectional, and correlational study with 336 students from the third to eighth semesters. The qualitative phase focused on analyzing documents from the curriculum plan, syllabi, and institutional guidelines related to the project. The results indicated positive student evaluations, particularly in pedagogical organization and tutorial support. Significant differences were observed by study modality and semester, and positive correlations were observed among tutorial support, formative research, and professional training. However, the document analysis identified limitations in horizontal articulation, integrated planning, and institutional evaluation criteria. In summary, the Integrative Knowledge Project adds formative value to Obstetrics, although it requires more systematic microcurriculum management, with structured tutoring, coherent assessments, and progressive articulation between subjects