Meireles, M. A. C., Fernandes, C. C. P., & Silva, L. S. (2019). Novas Diretrizes Curriculares Nacionais e a Formacao Médica: Expectativas dos Discentes do Primeiro Ano do Curso de Medicina de uma Instituicao de Ensino Superior. Revista Brasileira de Educacao Médica, 43, 67-78.
https://doi.org/10.1590/1981-52712015v43n2rb20180178

has been cited by the following article:

• TITLE: The Perspectives and Challenges of the Competency-Based Curriculum in Medical Education: A Literature Review

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

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

  JOURNAL NAME: Creative Education, Vol.13 No.10, October 18, 2022

  ABSTRACT: 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.