Valencia SJS, Vázquez PM, Leyva GFA, Gómez CFJF, Gómez AGM

Idioma: Español
Referencias bibliográficas: 37
Paginas: 112-120
Archivo PDF: 577.26 Kb.

RESUMEN

Introducción: La formación de profesionales en el área de la medicina, está inmersa en los procesos de enseñanza- aprendizaje-evaluación que dependen del modelo pedagógico curricular que se adopte, y el enfoque epistemológico del profesor.
Objetivo: Presentar el estado actual de los programas de los Cursos de Posgrado de Alta Especialidad en Medicina (CPAEM) de la UNAM con respecto al contexto internacional, y hacer un análisis comparativo.
Método: Revisión (búsqueda de literatura científica publicada en español e inglés, en bases de datos Medline, Embase y Eric, mediante las palabras clave educación médica superior, competencias profesionales, aprendizaje en medicina y evaluación del desempeño) narrativa de un diseño curricular por competencias. Las estrategias de búsqueda se realizaron en Medline, Embase, y se comparó con lo desarrollado en los CPAEM.
Resultados: Los modelos de competencias avalados por el ACGME, The Royal College of Physicians and Surgeons of Canada, The Australian Medical Council, el Ministerio de Salud de China y todos los organismos reguladores en el mundo, reportan una asociación directa en el rendimiento general, área de seguridad del paciente, mejora en el número de reportes de eventos de seguridad del paciente con el desarrollo de las competencias de los médicos.
Discusión: A nivel internacional se ha trabajado sobre una visión integradora para el desarrollo de las competencias efectivas; sin embargo, aún existen desafíos por desaresolver. Es necesario desarrollar un consenso sobre las competencias genéricas y específicas para los sistemas de salud, que contribuya a mejorar la calidad en la formación médica a nivel mundial
Conclusiones: Es necesario replantear los programas de los CPAEM de acuerdo a nuestras necesidades de atención a la salud y al contexto internacional.

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