Resumo

RILLO, Arturo G. et al. Construction of competency meshes in a physiology course. Investigación educ. médica [online]. 2015, vol.4, n.14, pp.88-98. ISSN 2007-5057.

Introduction: Competency-based medical training requires building mesh competency courses to develop preclinical subjects, such as physiology. Objective: The study was conducted with the purpose of developing the mesh competency for the physiology course that includes tasks and knowledge, skills, attitudes and values that the medical student should achieve. Method: A qualitative study from the interpretive approach using the Lakatos research projects methodology in three stages: context analysis, empirical integration, heuristic consistency. Results: The mesh allows anticipating competency learning outcomes. In preparing the system the following categories were identified; basic knowledge of physiology, professionalism, knowledge transfer into clinical practice, analytical thinking, communication skills, knowledge management and lifelong learning, personal and professional development. Eight firm cores (thematic areas) that synthesize theoretical and practical knowledge of a scientific nature and clinical function of the human body were identified, giving direction towards specific skills (protective belt) developed by the student during the physiology course. Methods that the student learns are (heuristic coherence): scientific method, statistical method, epidemiological method, clinical method, and deliberative method of bioethics. The mesh built competency for physiology course includes professional profile competencies in the following areas: homeostasis and body fluids, cardiovascular, digestive, respiratory, renal, endocrine system, reproductive system, and nervous system. Conclusion: The construction of mesh competencies is methodologically complex. Medical training in physiology has "strong core" and "protective belt" linking descriptive knowledge, skills (conceptual, methodological and procedural), attitudes and values. The competencies of physiology are of an initial nature and need to include learning activities based on clinical laboratory skills and clinical fields.

Palavras-chave : Competency-Based Education; Undergraduate Medical Education; Curriculum; Teaching; Physiology.