As part of the integral evaluation of the curriculum, an investigation was realized to help demonstrate how the teachers of the Medicine Faculty of the University of Antioch performed their practice in the class classroom, which are the main didactic strategies that they utilize, which is their appropriation of them and which is the impact that these strategies have had on the medical formation. In order to have a greater appropriation of the study object, a comprehension assessment was realized on how the medicine in the University of Antioch was taught through the history how it is currently taught in the world. From the found results, in the different instruments of evaluation and by means of a hermeneutic analysis, it was demonstrated that in spite of the efforts of the committee of curriculum of the faculty to modernize the didactic strategies to use, the tradition is a factor of great weight and the magisterial class still occupies a very important space in the form the lecturers teach; nevertheless, other strategies based on the active role of the student in their learning process have been implemented, with very good educational results and great satisfaction levels among teachers and students. Also it was found that lecturers combined different didactic strategies in the classroom, with the interest to offer to the student several learning alternatives, but they do not have complete understanding of the strategy’s conceptualization, its design, application and evaluation.

Didactics, mid education, teachers’ evaluation, curriculum.