Author(s)

Rafaela Palhano Medeiros Penrabel, Paulo Roberto Haidamus de Oliveira Bastos, Tânia Gisela Biberg-Salum

Graduate Program in Health and Development in the Central-West Region (PPGSD), Federal University of Mato Grosso do Sul (UFMS), Campo Grande, Mato Grosso do Sul, Brazil.

In the presence of significant transformations that have occurred in medical education over the years, the curriculum model can be identified as the main and structural change, which has been improving in competency-based educational structures and processes. The aim of this study was to conduct a theoretical discussion on competency-based curriculum in medical education. The methodology used was a narrative literature review, with a qualitative approach, and had as a guide question: what are the challenges and perspectives on curriculum innovation in medical schools? A total of 17 references were used for this study and the disposition of these narrative results was organized in the discussion with the expectations and challenges of curriculum innovation and competency-based education; and some reflections of the Guideline of 1999, the CanMEDS framework of 2015 and the Brazilian DCN of 2014. The studies show that the competency-based curriculum brings the development of cognition, skills and attitudes necessary for medical practice of excellence and quality, which implies significant structural and functional changes that cover the entire teaching-learning cycle in the planning of medical education.

Medical Education, Competency-Based Education, Medical School, Evaluation of Medical School Curriculum

Penrabel, R. , de Oliveira Bastos, P. and Biberg-Salum, T. (2022) The Perspectives and Challenges of the Competency-Based Curriculum in Medical Education: A Literature Review. Creative Education, 13, 3191-3203. doi: 10.4236/ce.2022.1310203.