Presented By: Kashif Ahmad, Universidad Autónoma de Guadalajara School of Medicine
Co-Authors: Miranda Robledo, Universidad Autónoma de Guadalajara School of Medicine

Purpose 
Curriculum design may be an overwhelming task, yet curriculum redesign takes over a variety of different strategies to diversify and change mindsets, increasing the overwhelming state of the process. As an International Medical School that graduates' residents and citizens from the US, it is imperative to enhance the educational framework, aligning it with contemporary medical practices, global healthcare demands, USMLE, and accreditation standards from the United States and Mexico. 

Methods 
A mixed-methods approach was adopted, comprising extensive literature reviews, stakeholder consultations, surveys, and focus group discussions involving faculty, students, and healthcare professionals. The analysis included identifying gaps in the existing curriculum, through an extensive curricular mapping, feedback evaluation, and benchmarking against successful models and accreditation requirements. 

Results 
The findings highlight crucial areas requiring improvement, including clinical exposure during the basic sciences years, cultural competence, standardized testing readiness, and interprofessional collaboration. Key outcomes of the redesign initiative encompassed the integration of advanced clinical simulations, revamping of active learning during master classes and flipped classroom activities, and integration of an enrichment program for USMLE Step 1 high-yield reviews. Still, major challenges may be found during the mentality change within the faculty, and removing the fear of change. 

Conclusion 
The curriculum redesign has proven to be a two-sided instrument in addressing the specific needs of US-IMGs, enhancing their preparedness for the ever-evolving healthcare landscape. The collaborative approach ensures a well-rounded curriculum catering to diverse learning styles, fostering cultural competency and meeting accreditation benchmarks. The study underscores the importance of iterative evaluation and adaptation in medical education to produce competent physicians capable of meeting global healthcare challenges. In order to achieve the change, the integration of a Faculty Development Department has been pivotal.