EDUCAÇÃO MÉDICA BASEADA EM COMPETÊNCIAS: UMA ANÁLISE SOBRE OS ESTÁGIOS CURRICULARES DOS CURSOS DE MEDICINA DE UM ESTADO DA REGIÃO CENTRO-OESTE DO BRASIL

Abstract

Introduction: Medical education is the teaching and learning process aimed at professional training in medicine. Competence is the ability to mobilize, articulate, and apply knowledge, skills, and attitudes necessary for professional performance. Objectives: To analyze the curriculum plans of medical internship programs in a state of the Central-West region of Brazil, relating them to the competencies established by the Diretrizes Curriculares Nacionais (DCN) and the CanMEDS framework. Methodological Framework: This study employed a qualitative, descriptive, and documentary analysis approach, using Bardin’s Content Analysis methodology and the IRaMuTeQ software. A total of 36 curriculum plans from the internship programs of five medical schools in the state of Mato Grosso do Sul, Central-West Brazil, were included in the study. Results and Discussion: The DCN outlines core competency areas in Healthcare Delivery, Health Management, and Health Education. The CanMEDS framework defines professional roles such as Medical Expert, Communicator, Collaborator, Leader, Health Advocate, Scholar, and Professional. A notable discrepancy was observed between the individual findings from syllabi and the learning objectives both fundamental components of a curriculum plan. While the syllabi reflected the expected alignment with reference frameworks, limitations were identified, particularly concerning the fragmentation of medical specialties, insufficient emphasis on health management, health education, leadership, and professional attitudes. The predominant learning objectives were structured around the verbs "to know," "to develop," and "to perform", indicating a general focus on the acquisition of knowledge, skills, and attitudes. However, when reflecting on the use of these verbs in the curricular internship, Bloom's taxonomy in its cognitive and psychomotor domains appears at the lower levels of complexity, with little representation of verbs from the affective domain. The findings underscore the need for the development of a standardized framework for internship curriculum plans, ensuring alignment with DCN and CanMEDS competencies, while incorporating contemporary recommendations for medical education. Conclusion: The teaching plans for curricular internships are mostly outlined and aligned with the guidelines of the analyzed reference frameworks. However, they still present significant limitations in the structuring of syllabi and the description of verbs used in learning objectives. The proposed scope of a teaching plan supports the need for medical curriculum planning that should reflect a structure aligned with competency-based medical education as well as national and international expectations.

Descriptors: Medical Education. Competency-Based Education. Curriculum.