STUDENT PERSPECTIVE ON COMPETENCY-BASED EDUCATION AT A UNIVERSITY IN SOUTHERN BRAZIL

Abstract

Introduction: Competency-based education consists of a set of actions implemented in the university environment that integrates students into the educational setting in a practical and active way in the construction of knowledge, elevating their learning to other perspectives. This methodology stands out for being modern and capable of training professionals who are able to make decisions and solve problems autonomously and well-informed. Objective: This study aims to analyze the perspectives of medical students from a university in southern Brazil regarding the recently implemented competency-based teaching methodology in the academic curriculum. Method: Focus group interviews were conducted with students from the 3rd and 4th semesters of a medical class with a new competency-based curriculum. The answers were obtained by a responsible mediator and subsequently analyzed by three different researchers using specific software. The research explored four main points: strengths, weaknesses, threats and opportunities. Results: Based on the responses of the participating students (n=20), the main positive points identified were increased interactivity, individualized feedback, greater clarification of important knowledge and skills to be developed, as well as a clear perception of improvement in learning due to the variety of practices developed. Among the negative points, the dependence on the educator's ability to adequately conduct active methodologies and the predominance of traditional theoretical assessments, even in the context of broad teaching, were identified. Among the threats, there is a discrepancy in student learning depending on the teacher who leads the group's practice. Conclusion: Competency-based education in this course received predominantly positive feedback from students, who noted improvements in learning. However, the challenge of less content-focused evaluation and the ongoing need for faculty training remain. Despite this, it is noted that this methodology provides the integration of knowledge and practices necessary for better medical training.