Percepciones sobre una estrategia pedagógica en un currículo basado en competencias en Medicina

Introduction: The School of Medicine at Pontificia Universidad Javerianahas been implementing a competency-based curriculum to guarantee theholistic training of general practitioners from a pedagogical strategy calledIntegrative Activity (IA), which seeks to encourage knowledge, skills,and abilities for the development of competencies of doctors in training.Objective: To explore the perceptions and experiences of students,faculty, and school board of directors of developing competencies from theimplementation of IA. Method: A descriptive and interpretive qualitativemethod was used from interviews and focus groups with students, faculty,and the board of directors. The integrative activity is constituted as alearning strategy that allows the development of competencies through aspecific educational process that transforms the pedagogical scenario intoa space of joint construction of knowledge from group work. Conclusions:The results show that although the definition of competencies is notunanimous among the actors, the IA would be contributing to theformation of these from the competency-based model proposed by Miller.