FAMILY MEDICINE COMPETENCIES IN UNDERGRADUATE MEDICINE: IS IT ONLY LMIC NEED?

AUTORES: Natalia Bortoletto D'Abreu, Joana Froés Bragança Bastos, Ugo Caramori, Leonardo de Andrade Rodrigues Brito, Cassio Cardoso Filho, Patrícia Moretti Rehder, Andrea de Melo Alexandre Fraga, Gabriela Murteira,

PALAVRA-CHAVE: Competency-Based Education; Family Practice; Medical Education

RESUMO

INTRODUÇÃO: In Brazil, upon finishing a 6-year medical degree, physicians without residence or postgraduate specialty training can work as general clinicians in primary care and emergency settings. In this scenario, doctors must be competent in family medicine topics such as the approach to undifferentiated illness, cultural competence, patient and family-centered care. There is no definition of family medicine competencies for medical undergraduates to work in Brazilian health system.

MÉTODOS E MATERAIS: This exploratory and descriptive research aims to map the competencies of family medicine described for medical undergraduates. Data were obtained through a narrative review of the literature using the descriptors "Education, Medical, Undergraduate", "Family Practice/General Practice" and "Competency-Based Education". Guidelines and curriculum models from international entities were included if related to medical education.

RESULTADOS E DISCUSSÃO: Results: Only four researchers from LMIC countries (two Brazilians, one Arab, and one Indian) studied family medicine competencies for undergraduate students. Curriculum models such as the ACGME Milestones, CanMEDS Framework, Tomorrow’s Doctor of the General Medical Council, and the Scottish Doctor described medical core competencies without specifying family medicine. CanMEDS and ACGME define FMC, but only for residency programs. Few studies about a minimal core curriculum for the family medicine clerkship were found, but with no definition of competencies. Discussion and Conclusion: Literature in FMC for undergraduate students is scarce. Brazil has 37.7% of non-specialist doctors or without specialty training working in clinical practice, and 29.9% of physicians work in primary care. This medical profile is unique and requires family medicine training during medical school. In curriculum models of developed countries, there is no mention of these competencies, probably because there are no doctors without postgraduate specialty training practicing. Curriculum models of developed countries do not apply to low and middle income countries (LMIC) settings, which raises the needs of studies to delineate family medicine competencies for medical undergraduates in LMIC countries.

REFERÊNCIAS: 1- EUROPE, WONCA. The European definition of general practice/family medicine. Barcelona: WONCA Europe, 2011. 2 - Fazio SB, Demasi M, Farren E, Frankl S, Gottlieb B, Hoy J, et al. Blueprint for an Undergraduate Primary Care Curriculum. Acad Med. 2016 Dec;91(12):1628-1637. doi: 10.1097/ACM.0000000000001302. PMID: 27415445. 3 - SCHEFFER, M. et al. Demografia Médica no Brasil 2023. São Paulo, SP: FMUSP, AMB, 2023. 344 p. ISBN: 978-65-00-60986-8. 4 - OECD (2021), Health at a Glance 2021: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/ae3016b9-en.

AGRADECIMENTOS: Medical Education Research Group AFETO (Assessment, Interprofessional Teaching, Student Engagement, Teacher Development, Curriculum)

ESTE TRABALHO FOI APROVADO PELO COMITÊ DE ÉTICA E PESQUISA (CEP)? Não se aplica


EIXO TEMÁTICO: EIXO 5 - Currículo, gestão, inovação e permanência