Conceptual guidelines on competency-based curricula in higher education in health in Latin America

Abstract

The incorporation of the competency-based curriculum model in higher education in health in Latin America has generated significant tensions in educational settings, mainly associated with the transition from traditional content-centered approaches and the tendency to conceive of the curriculum as a purely normative or documentary instrument. In this context, the present critical essay aims to analyze the main challenges that emerge during the implementation of the competency-based model, considering its regulatory framework, the challenges linked to its development and evaluation, as well as its implications for the predominant curricular approaches in the region. To this end, a dissertation was developed that integrates current regulations on competency-based education in Latin American higher education, concepts and theories related to the development and evaluation of competencies in health programs, historical debates surrounding the concept of curriculum, and the curricular approaches that have guided professional training in this field. The dissertation concludes that the transition to the competency-based model requires transformations that go beyond curricular reorganization, involving changes in pedagogical conceptions, in the training processes of educational actors, and in the reinterpretation of the concepts of curriculum and competency. Likewise, difficulties persist in reaching consensus on fundamental competencies and limitations in teacher training, which reinforces a reductionist view of the curriculum. This essay provides guidance for strengthening the implementation of the competency-based model, highlighting the need to implement reflective, collaborative, and contextualized processes that guarantee comprehensive and meaningful training in health.