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Continuous curriculum updating of medical education has generated discussion regarding the learning models used for morphological sciences, a topic much in vogue today, discussed by morphology teachers and education specialists. This paper discloses the morphological teaching model used in the Department of Gross Anatomy of the Pontificia Universidad Católica de Chile, which has been consequently developed together with the curriculum changes made by the school of medicine, being able to adapt to current times and new technology. This constructivist learning model is based on a guided and self-directed learning with web-based material specially designed for each course, emphasizing practical work in laboratories and supplemented by technological and theoretical evaluations conducted on computers and practical evaluations using tablets in the laboratories among others. All this work under a single web platform. These changes have improved student-teacher engagement and eased academic workload. The results of this model have been positively evaluated by members of the faculty team and allow to conclude that the inclusion of new technologies as a supplement to teaching morphology are a real contribution, as well as being well received by students. [ABSTRACT FROM AUTHOR]