Curricular design by competences in medical education: impact on the professional training. Educación Médica 2007; 10(2): 86-92.-

LAFUENTE, J.V.; ESCANERO, J.F.; MANSO, J.M.; MORA, S.; MIRANDA, T.; CASTILLO, M.; DÍAZ-VELIZ, G.; GARGIULO, P.A.; BIANCHI, A.R.; GORENA, D.; MAYORA, J.

Educación Médica

Viguera Editores SL

Lugar: Barcelona; Año: 2007 vol. 10 p. 86 - 92

1575-1813

The University is undergoing a process of refoundation with far-reaching epistemological changes. The EU´s decision of developing a “knowledge based economy” need to establish common educational objectives, which are implemented by the Bologna process, a key tool in the construction of the European Space of High Education. In this context, the University, traditionally leaded by the behaviourist paradigm, found the competence concept impregnating all professional profiles. This concept is linked to the new curricular design. Curricular design is a cultural selection, an exercise in “appreciate and exclude”. The curriculum must respond to some questions: “What knowledge is valid? How do we acquire knowledge, skills and attitudes? And how do we evaluate the achievement of competences? Competences are a combination of knowledge, skills and attitudes leading to perform an adequate and precise professional role in health sciences. They can be basics, to build our learning; personals, which enable us to act responsibly; and professionals, those that assure the accomplishment of professional tasks. Models based on integrated professional competences seek to produce high quality educational processes. This implies to promote actions that result in changes in teaching with a dynamic approach towards the real context. It can only be carried out if the student takes an active role in his/her learning. For this scope, all stakeholders (government, professional societies and independent opinion organizations) are encouraged to collaborate in the refoundation of the University today at the beginning of the 21st Century. Key words: Competence, Curricular Design, Bologna Process, European Space of High Education, University Refoundation