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Research Article Volume 11 Issue 1
Incorporation of bioethics and gender perspective in undergraduate medical curriculum in Northern Chile
Pedro Hecht-López
Received: March 10, 2026 | Published: March 25, 2026
Citation: Hecht-López P. Incorporation of bioethics and gender perspective in undergraduate medical curriculum in Northern Chile. J His Arch & Anthropol Sci. 2026;11(1):52-57. DOI: 10.15406/jhaas.2026.11.00340
Abstract
The incorporation of bioethics and gender perspectives into undergraduate medical education constitutes a critical component in the training of physicians capable of addressing complex clinical, social, and cultural challenges. In emerging medical programs, particularly in geographically and socially diverse regions, the structuring of curricula represents a key opportunity to integrate these dimensions from the outset. This study analyzes the degree of incorporation of bioethics and gender within the undergraduate medical curriculum of the Faculty of Medicine at the University of Tarapacá, located in northern Chile, and compares it with reference medical programs at the national level. A qualitative-descriptive design was implemented, combining documentary analysis of the official curriculum, course syllabi, and institutional documents with a comparative review of curricula from other Chilean medical schools. Additionally, focal groups were conducted with key stakeholders, including program directors, faculty members, and medical students, in order to explore perceptions regarding the presence, depth, and relevance of bioethical and gender-related content in the training process. The findings reveal that the incorporation of bioethics and gender is present but fragmented, primarily concentrated in early-stage courses and lacking longitudinal integration throughout the curriculum. Comparative analysis indicates similar structural limitations across national programs. Participants identified significant gaps in the articulation between theoretical content and clinical application, as well as the absence of explicit institutional strategies to ensure transversal integration of these perspectives. These results highlight the need to strengthen curricular design through the systematic and longitudinal incorporation of bioethics and gender, ensuring their integration into both theoretical and clinical training as essential components of comprehensive medical education.
Keywords: bioethics, gender perspective, medical education, curriculum analysis, undergraduate training, Chile, higher education
©2026 Hecht-López. This is an open access article distributed under the terms of the, which permits unrestricted use, distribution, and build upon your work non-commercially.