Palabras clave
Competencia Profesional
Aprendizaje
Tecnología Educativa
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Resumen
Objetivo: Analizar críticamente las transformaciones en la educación médica tras las Directrices Curriculares Nacionales de 2014, identificando avances, tensiones y limitaciones en la implementación de este modelo formativo en Brasil. Revisión bibliográfica: La literatura evidencia la transición de un modelo biomédico, hospitalocéntrico y disciplinar hacia currículos orientados por competencias, centrados en el estudiante e integrados al Sistema Único de Salud. Las directrices de 2014 consolidan este movimiento al enfatizar la integralidad del cuidado y la responsabilidad social. Se observa la incorporación de metodologías activas y la ampliación de competencias, incluyendo dimensiones digitales y socioemocionales. Sin embargo, los estudios indican una implementación heterogénea, persistencia de estructuras tradicionales, debilidades en la formación pedagógica docente y dificultades en la evaluación de competencias complejas. Consideraciones finales: La educación médica posterior a las directrices de 2014 se configura como un proceso en curso, marcado por avances normativos y limitaciones estructurales. Su consolidación depende de enfrentar las desigualdades institucionales, fortalecer la articulación con el Sistema Único de Salud y mejorar la formación docente, de lo contrario, los cambios pueden permanecer predominantemente formales.
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