Table of Contents
ISRN Education
Volume 2012 (2012), Article ID 651426, 7 pages
http://dx.doi.org/10.5402/2012/651426
Research Article

Implementation of Competency-Based Curriculum in Medical Education: Perspective of Different Roles

1Departamento de Medicina, Universidade Federal de São Carlos (UFSCar), Rodovia Washington Luís, km 235, Monjolinho, 13565-905 São Carlos, SP, Brazil
2Departamento de Enfermagem, Universidade Federal de São Carlos (UFSCar), Rodovia Washington Luís, km 235, Monjolinho, 13565-905 São Carlos, SP, Brazil

Received 7 May 2012; Accepted 21 June 2012

Academic Editors: A. E. Kelly, B. Marlow, and R. Martens

Copyright © 2012 Aline Guerra Aquilante et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This cross-sectional case study investigates the curriculum implementation at the School of Medicine at the Universidade Federal de São Carlos (UFSCar), comparing the perspectives of the different participant types involved in this training (i.e., students, lecturers, and preceptors) and the programme goals. The sample included 22 lecturers, 55 students, and 16 preceptors. The researchers created a structured questionnaire based on study indicators extracted from the following aspects of the educational programme: teaching and learning process, integration of competency areas, teaching and learning scenarios, integration of theory and practice, and assessment. A Likert scale with four response options was used to score the respondents' choices. The participants answered the questionnaire online, and the responses were entered into a MySQL database. Using this database, an analysis was conducted based on the subjects' responses and the indicators. Comparative analysis was performed using the bootstrap method for responses and analysis feasibility with a 5% empirical significance level. The teaching and learning process, integration of theory and practice, and assessment indicators were in agreement with the educational programme, while integration of competency areas and teaching and learning scenarios require greater attention to establish consistency with the educational programme and training qualifications.