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The results of the first stage of the research DID S-2007-07 conducted at the UACh are discussed. An inquiry was made about the degree of internal coherence of programs of subject matters of six accredited majors. Internal coherence is the logical coordination between the objectives or competencies to be achieved, the methodologies used for their development and the assessment system to certify the attainment. The Internal Coherence Ratio showed that only 20% of the 359 programs of subject matters revised ranked as coherent with the curricular model oriented towards the achievement of competencies. Explicit competencies fostered were the ability to apply theoretical knowledge in praxis (46%); the knowledge about the field of study and the profession (44%), and the capacity of abstraction, analysis and synthesis (43%). &nbsp, Se discuten los resultados de la primera fase de la investigación DID S-2007-075que se desarrolla en la UACh. Se indaga la coherencia interna de los programas de asignaturas en seis carreras acreditadas. Coherencia interna es la articulación lógica entre los objetivos o competencias a lograr, las metodologías para su desarrollo y la evaluación para certificar logro. El Índice de Coherencia Interna pesquisa que de los 359 programas revisados sólo el 20% de ellos alcanza el puntaje para ser considerado coherente con el modelo curricular orientado al logro competencias. Competencias explícitas promovidas son la Capacidad de aplicar los conocimientos en la práctica (46%); Conocimiento sobre el área de estudio y la profesión (44%) y la Capacidad de abstracción, análisis y síntesis (43%). &nbsp, Discutimos os resultados da primeira fase da investigação DID S-2007-07 [1], feita na UACh. Explora-se a coerência interna dos programas de curso em seis carreiras acreditadas. Por coerência interna entende-se a articulação lógica entre os objetivos ou as competências a atingir, as metodologias para a o seu desenvolvimento e a avaliação a fim de certificar sua realização. O Índice de coerência interna verificou que dos 359 programas examinados, apenas 20% alcançaram a pontuação para ser considerados compatíveis com o currículo modelo, com vista a atingir competências. As competências explicitamente mais promovidas são a capacidade de aplicar os conhecimentos na prática (46%); os conhecimentos sobre a área de estudo e da profissão (44%), e a capacidade de abstração, análise e síntese (43%). &nbsp

Gender must be considered in the design and implementation of health policies to safeguard equity and accomplish sanitary objectives.To identify gender perspective in the curricula of five health care careers in the Universidad Austral de Chile. To identify the situation of women in the teaching profile of such curricula.An exploratory and descriptive study with a critical reading of the structure of the programs of 217 courses. Revision of official academic registries.Gender is usually not included in the curricula of health care careers. The generic language conceals female academics and students. There was a scarce inclusion of cross sectional issues such as collaborative work, interpersonal and democratic relationship, equity and critical analysis. There were no differences in academic achievements between female and male students. The contractual profile of female academics reproduces the gender inequity of the work market.The inclusion of gender is a pending task in the training of health care professionals.

Background: Gender must be considered in the design and implementation of health policies to safeguard equity and accomplish sanitary objectives. Aim: To identify gender perspective in the curricula of five health care careers in the Universidad Austral de Chile. To identify the situation of women in the teaching profile of such curricula. Material and methods: An exploratory and descriptive study with a critical reading of the structure of the programs of 217 courses. Revision of official academic registries. Results: Gender is usually not included in the curricula of health care careers. The generic language conceals female academics and students. There was a scarce inclusion of cross sectional issues such as collaborative work, interpersonal and democratic relationship, equity and critical analysis. There were no differences in academic achievements between female and male students. The contractual profile of female academics reproduces the gender inequity of the work market. Conclusions: The inclusion of gender is a pending task in the training of health care professionals (Rev Med Chile 2007; 135: 708-17). (Key words: Behavior and behavior mechanisms: Education professional; Gender indentity; Health services)