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

Table 6

Description of study indicators.

Indicator	Descriptor
Integration of competency areas	Simultaneous occurrence of actions developed in educational units covering the following three competency areas: care (individual and collective), management (organisation of work and care management), and education.
Integration of theory and practice	Linking the professional practice and practice simulation units beginning in the first year of training.
Development of pedagogical actions involving different learning scenarios	Experience in home care, ambulatory, prehospital, hospital, emergency, school, kindergarten, nursing home, and other settings.
Constructivist approach to the teaching and learning process	Construction and meaning of knowledge from exposure to real or simulated situations that encourage the development of critical reflective capacities and the capacity to learn how to learn, based on principles of adult learning and active methodologies.
Criterion-referenced assessment and cumulative and formative perspective	Assessment is qualitative and involves the use of criteria defined in the competency profile for the educational cycle. The cumulative perspective comprises verification through formal learning instruments and represents assessments that indicate the possibility of student progress in the curriculum. The formative perspective is achieved during the process and aims to identify strengths and areas requiring attention. It should be carried out after completing all teaching and learning activities.