• evaluation and accreditation of undergraduates careers 
• curriculum development guidelines 
• faculty membership 
• departmental structure of the school of medicine 
• fiscal side of the House: resources, development and allocations
• support of research activities

In Argentina there are 27 schools of medicine evaluated and accredited according to the standards by the National Council for Evaluation and Accreditation (CONEAU); these evaluations are held every 6 years.  In Mexico there are 54 schools of medicine affiliated to the Mexican Association of Medical Schools (AMFEM), responsible for the accreditation of them; this process is held every 5 years.  In the United  States there are 122 schools of medicine evaluated and accredited every 8 years; in Israel there are 4 schools of medicine and in Ecuador 16 schools of medicine.  Only in the United States have these evaluations been applied for a long time, while in Latin American countries its application is relatively new.  

With regard to the curriculum development guidelines, participants agreed on the convenience of emphasizing active student learning through the school-wide use of problem-based learning (PBL) in all courses to allow for individual and group self-study for tutorials, best evidence medical education, and case-study lectures.  Not all schools of medicine apply PBL with the same intensity, even in the same country.  In Argentina and Mexico a hybrid curriculum with traditional lectures is used.  In Ecuador there is a full application, and in Israel this methodology is applied approximately in 15 % of the curriculum.  Furthermore, there is no uniformity in the intensity of application among the schools of medicine in the United States.  With regard to facilitators some schools of medicine utilize newly graduates, retired physicians and physicians; they are no experts and even in some schools of medicine they may be students.

With respect to standardized patients, there is heterogenicity among the schools of medicine.  Hence, they are not used at the Universidad Autonoma de Mexico, whereas at the Universidad de Quito they are widely employed and in schools of medicine in Argentina there is no uniformity in their use. 

We have to deal with some difficulties in teaching that stem from economical reasons.  Nowadays, it is hard to find Ph.Ds. for teaching.  In some countries faculties leave their tasks because they are too busy with their research grants and clinical faculties spend more and more time caring for patients. 

Concerning ethics in Ecuador and Argentina, this subject is taught from the beginning of the career and has a significant impact during the curriculum.  In Mexico, it begins at the second semester of the 1st year with Preventive Medicine and Public Health.  It has depicted some differences with regard to Anthropologic teaching in schools of medicine as well as legal issues linked to medical practice.  For example, in Ecuador there is no medical liability, therefore legal issues are not taught in their schools of medicine.

There was a consensus in the objective that deans must confront in order to get all subjects interdepartmentally integrated as well as to improve teaching skills and avoid redundancies.