Educación médica basada en competencias: revisión de enfoque

Introduction: The competency-based education model is increasingly
common for undergraduate medicine training. However, there is a lack of
consensus on the concept of competence that can limit the understanding
and analysis of the curricular programs that use it. Objective: To analyze
the definitions and applications of the terms competency-based curriculum (CBC) and competency-based assessment (EvBC) in the
medical education literature to propose a conceptual
framework in undergraduate medicine programs. Method:
Scoping review with searches in six databases. Publications
about competency assessment or CBC in the medical
area, specifically in undergraduate programs, during the
last three decades. Results: Of 3618 articles, 89 were
preselected for full review. 34 articles were included. The
qualitative analysis generated 4 main categories and 14
subordinate categories. Conclusions: Although there is no
consensus that defines competence, CBC and EvBC, the
decision to implement a CBC in an undergraduate medical
program implies recognition of the social and regulatory
context and a progressive development that responds to
particular needs, which may be related to all levels of
learning.