Introduction
In January 2023, we integrated fourth-semester students from the International Medicine Program at Universidad Autónoma de Guadalajara into a curriculum redesign for Blocks 9 and 10. The goal was to align the curriculum with the USMLE Step 1 blueprint and adopt interactive, student-centered methods. Implemented in the 2024-01 semester and refined in 2024-02, these changes aimed to improve academic performance, engagement, and clinical preparedness.

Methods
The redesigned curriculum-aligned content with the USMLE Step 1 blueprint and introduced interactive strategies like Problem-Based Learning and Team-Based Learning.

Key measures included:
Pre-assessment clinical case review days.
Detailed exam breakdowns 10 days prior to exams.
Formative NBME-style assessments with feedback.
High-yield clinical case presentations and quizzes.
A virtual reference document consolidating key materials.
AMBOSS quizzes with clinical reasoning explanations.
Continuous assessment and timely feedback addressed knowledge gaps. Performance was evaluated by comparing 2024-01 and 2024-02 exam scores to pre-intervention semesters (2023-01 and 2023-02).

Results
Midterm averages increased from 63% and 64% pre-intervention to 65% in 2024-01 and 76% in 2024-02. Final exam averages followed a similar trend, rising from 62% and 63% to 64% in 2024-01 and 71% in 2024-02.

While the analysis used semester averages, limiting robust statistical testing, student feedback highlighted increased engagement and appreciation for structured activities, formative assessments, and detailed resources.

Conclusion
Preliminary trends suggest that aligning the curriculum with the USMLE Step 1 blueprint and adopting interactive methods enhance performance and engagement. Future efforts will gather detailed data and apply advanced analyses to validate and expand these strategies across programs.