Keywords
Professional Competence
Learning
Educational Technology
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Abstract
Objective: To critically analyze the transformations in medical education after the 2014 National Curriculum Guidelines, identifying advances, tensions, and limitations in the implementation of this training model in Brazil and globally. Literature review: The literature shows a transition from a biomedical, hospital-centered, and discipline-based model to competency-based curricula, student-centered and integrated with the Unified Health System. The 2014 guidelines consolidate this movement by emphasizing comprehensive care and social responsibility. There is an increasing incorporation of active methodologies and an expansion of competencies, including digital and socio-emotional dimensions. However, studies indicate heterogeneous implementation, persistence of traditional structures, weaknesses in faculty pedagogical training, and difficulties in assessing complex competencies. Final considerations: Medical education after the 2014 guidelines is an ongoing process marked by normative advances and structural limitations. Its consolidation depends on addressing institutional inequalities, strengthening integration with the Unified Health System, and improving faculty development, otherwise changes may remain predominantly formal.
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