Abstract
Medical education has undergone profound changes, currently, some medical courses are working competency-based education. This type of education is used in medical residences, however, at the medical internship, it is still not very used. Along with changes in teaching, assessments also had to adapt to contemplate the teaching-learning process. The present work aimed to review articles dealing with competency-based education in the medical internship since this area provides the medical student with the opportunity to experience the professional reality in practice. This is an integrative review study of published articles PubMed and BVS. After the search, the articles were filtered and a total of four publications addressing “internship”, “competency” and “medicine. It was found that competency-based education still is something new and that is gradually being structured in the medical internship, so maybe there are few studies on this topic. Another important point evaluated in the analyzed articles, is the evaluation based on the period of 2015 to 2019 bases on skill and it was realized that it is also something that requires more research on this subject. It was concluded that competency-based education and how to evaluate it is a field that requires more research.
Highlights
In 1949, Ralph Tyler, an educational psychologist, establishes some questions to address two educational programs of qualifying school or faculty
The present work aimed to review articles dealing with competency-based education in the medical internship, an area of crucial importance in the formation of physicians prepared to deal with contemporary complex issues involving the illness of individuals and communities
An Individualized Learning Plan (ILP) should be used by all students and teachers to assist in the self-assessment and self-directed learning process, identifying strengths and weaknesses, formulating learning goals and tracking progress
Summary
In 1949, Ralph Tyler, an educational psychologist, establishes some questions to address two educational programs of qualifying school or faculty. In 1963, Carroll defended that the methods of teaching should differ among individuals since the acquisition of learning varies among students. In this way, an educational program should not be dimensioned by a specific time for all of them. Some need more and some need less time to achieve established objectives (Ten Cate, 2017; Bloom et al, 1956; Carroll, 1963)
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