Abstract

Introduction: The competency-based education model is increasingly common for undergraduate medicine training. However, there is a lack of consensus on the concept of competence that can limit the understanding and analysis of the curricular programs that use it.

Objective: To analyze the definitions and applications of the terms "competency-based curriculum" (CBC) and "competency-based assessment" (EBC) in the medical education literature to propose a conceptual framework in undergraduate medicine programs.

Method: Scoping review with searches in six databases. Publications about competency assessment or competency-based curricula in the medical area, specifically in undergraduate programs, during the last three decades.

Results: Of 3618 articles, 89 were preselected for full review. 34 articles were included. The qualitative analysis generated four main categories and 14 subordinate categories.

Conclusions: Although there is no consensus that defines competence, CBC and EBC, the decision to implement a CBC in an undergraduate medical program implies recognition of the social and regulatory context and a progressive development that responds to particular needs, which may be related to all levels of learning.