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Identificação das Competências Nucleares no Mestrado Integrado em Medicina da FCS-UBI: a perspetiva dos estudantes
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Authors
Abstract(s)
Introdução: A formação médica pré-graduada tem evoluído significativamente, adotando
um modelo baseado em competências que procura assegurar que os estudantes
desenvolvam, para além do conhecimento técnico-científico, um conjunto de competências
interpessoais e atitudes essenciais para a prática profissional. Em Portugal, a definição do
perfil de competências do médico recém-formado pelo Conselho de Escolas Médicas
Portuguesas (CEMP) tem orientado as reformas curriculares, promovendo uma
aprendizagem mais estruturada e alinhada com as necessidades da sociedade e da profissão.
No entanto, a perceção dos estudantes relativamente à aquisição dessas competências ao
longo do seu percurso académico permanece pouco explorada, sendo fundamental avaliar
a eficácia da formação ministrada e identificar eventuais áreas de melhoria no currículo
médico pré-graduado.
Objetivo: O presente estudo tem como objetivo analisar a perceção dos estudantes do
Mestrado Integrado em Medicina (MIM) da Faculdade de Ciências da Saúde da
Universidade da Beira Interior (FCS-UBI) quanto ao desenvolvimento das competências
essenciais definidas no documento “Reflexão sobre o perfil do médico recém-formado em
Portugal”, elaborado pelo CEMP. Pretende-se mapear a evolução dessas competências ao
longo dos anos curriculares e identificar eventuais lacunas no processo de ensinoaprendizagem.
Metodologia: Foi realizado um estudo quantitativo, descritivo e transversal, recorrendo à
aplicação de questionários aos estudantes do 2.º ao 6.º ano do curso. A análise estatística
dos dados recolhidos permitiu avaliar a perceção da aquisição de competências em
diferentes áreas, nomeadamente competências clínicas gerais, comunicação, trabalho em
equipa, liderança, desenvolvimento académico, profissionalismo e provedoria do doente.
Resultados e discussão: Os resultados evidenciam uma evolução consistente na
perceção da aquisição de competências ao longo do curso, com um reforço progressivo das
mesmas nos anos clínicos, onde a experiência prática consolida aprendizagens e contribui
para uma maior confiança profissional. A estrutura curricular da FCS-UBI demonstra um
impacto positivo na preparação dos estudantes, promovendo um desenvolvimento
equilibrado das várias dimensões do ensino médico. No entanto, algumas competências,
como a liderança e a provedoria do doente, são percecionadas como desenvolvidas apenas
em contexto de simulação, sugerindo a importância de reforçar estratégias que incentivem
uma maior autonomia e contacto prático dos estudantes nessas áreas. Conclusão: Este estudo constitui um contributo relevante para a valorização e o
aperfeiçoamento contínuo do ensino médico na FCS-UBI. Os resultados refletem uma
progressão sólida na formação dos estudantes e a eficácia das metodologias pedagógicas
adotadas, enquanto evidenciam a necessidade de contínua adaptação curricular para
garantir um desenvolvimento mais equitativo de todas as competências essenciais. O
reforço de experiências práticas e o ajuste das estratégias formativas poderão potenciar
ainda mais a preparação dos futuros médicos para os desafios da prática clínica.
Introduction: Pre-graduate medical education has evolved significantly, adopting a competency-based model that aims to ensure students develop not only technical and scientific knowledge but also a range of interpersonal skills and attitudes essential for professional practice. In Portugal, the definition of the competency profile for newly graduated doctors by the Council of Portuguese Medical Schools (CEMP) has guided curriculum reforms, promoting a more structured learning process aligned with the needs of society and the profession. However, the perception of students regarding the acquisition of these competencies throughout their academic journey remains underexplored. It is essential to evaluate the effectiveness of the training provided and identify potential areas for improvement in the pre-graduate medical curriculum. Objective: The present study aims to analyse the perception of students from the Integrated Master’s in Medicine (MIM) at the Faculty of Health Sciences of the University of Beira Interior (FCS-UBI) regarding the development of essential competencies defined in the document "Reflection on the Profile of the Newly Graduated Doctor in Portugal," produced by CEMP. The goal is to map the evolution of these competencies across the years of the course and identify any gaps in the teaching and learning process. Methodology: A quantitative, descriptive, and cross-sectional study was conducted, involving the administration of questionnaires to students from the 2nd to the 6th year of the course. Statistical analysis of the collected data allowed for the evaluation of students’ perceptions on the acquisition of competencies in various areas, including general clinical skills, communication, teamwork, leadership, academic development, professionalism, and patient advocacy. Results and Discussion: The results show a consistent evolution in the perception of competency acquisition throughout the course, with a progressive strengthening of these competencies in the clinical years, where practical experience consolidates learning and contributes to greater professional confidence. The curriculum structure at FCS-UBI has a positive impact on student preparation, promoting a balanced development of the various dimensions of medical education. However, some competencies, such as leadership and patient advocacy, are perceived to be developed primarily in simulation contexts, suggesting the importance of reinforcing strategies that encourage greater autonomy and practical contact for students in these areas. Conclusion: This study provides a valuable contribution to the enhancement and continuous improvement of medical education at FCS-UBI. The results reflect solid progress in student training and the effectiveness of the pedagogical methodologies adopted, while also highlighting the need for ongoing curriculum adaptation to ensure more equitable development of all essential competencies. Strengthening practical experiences and adjusting teaching strategies could further enhance the preparation of future doctors for the challenges of clinical practice.
Introduction: Pre-graduate medical education has evolved significantly, adopting a competency-based model that aims to ensure students develop not only technical and scientific knowledge but also a range of interpersonal skills and attitudes essential for professional practice. In Portugal, the definition of the competency profile for newly graduated doctors by the Council of Portuguese Medical Schools (CEMP) has guided curriculum reforms, promoting a more structured learning process aligned with the needs of society and the profession. However, the perception of students regarding the acquisition of these competencies throughout their academic journey remains underexplored. It is essential to evaluate the effectiveness of the training provided and identify potential areas for improvement in the pre-graduate medical curriculum. Objective: The present study aims to analyse the perception of students from the Integrated Master’s in Medicine (MIM) at the Faculty of Health Sciences of the University of Beira Interior (FCS-UBI) regarding the development of essential competencies defined in the document "Reflection on the Profile of the Newly Graduated Doctor in Portugal," produced by CEMP. The goal is to map the evolution of these competencies across the years of the course and identify any gaps in the teaching and learning process. Methodology: A quantitative, descriptive, and cross-sectional study was conducted, involving the administration of questionnaires to students from the 2nd to the 6th year of the course. Statistical analysis of the collected data allowed for the evaluation of students’ perceptions on the acquisition of competencies in various areas, including general clinical skills, communication, teamwork, leadership, academic development, professionalism, and patient advocacy. Results and Discussion: The results show a consistent evolution in the perception of competency acquisition throughout the course, with a progressive strengthening of these competencies in the clinical years, where practical experience consolidates learning and contributes to greater professional confidence. The curriculum structure at FCS-UBI has a positive impact on student preparation, promoting a balanced development of the various dimensions of medical education. However, some competencies, such as leadership and patient advocacy, are perceived to be developed primarily in simulation contexts, suggesting the importance of reinforcing strategies that encourage greater autonomy and practical contact for students in these areas. Conclusion: This study provides a valuable contribution to the enhancement and continuous improvement of medical education at FCS-UBI. The results reflect solid progress in student training and the effectiveness of the pedagogical methodologies adopted, while also highlighting the need for ongoing curriculum adaptation to ensure more equitable development of all essential competencies. Strengthening practical experiences and adjusting teaching strategies could further enhance the preparation of future doctors for the challenges of clinical practice.
Description
Keywords
Currículo Médico Desenvolvimento
Profissional Educação Médica Ensino Baseado em Competências Formação Médica Pré-Graduada Mapeamento Curricular Perfil do
Médico Recém-Graduado