Evaluación Programática, el fin del “todo o nada” en la educación médica
Abstract. Programmatic evaluation occupies an increasingly central place in contemporarymedical education, especially in institutions that have adopted competency-based training models.While not yet a universal standard, it has established itself as one of the most influential anddiscussed approache...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/205521 |
| Acceso en línea: | https://doi.org/10.6018/edumed.702031 http://hdl.handle.net/10201/205521 |
| Access Level: | acceso abierto |
| Palabra clave: | Evaluación Retroalimentación Competencies Assessmen Feedback Competencias No relacionado con ningún objetivo de desarrollo sostenible |
| Sumario: | Abstract. Programmatic evaluation occupies an increasingly central place in contemporarymedical education, especially in institutions that have adopted competency-based training models.While not yet a universal standard, it has established itself as one of the most influential anddiscussed approaches in the field of clinical assessment. Over the past two decades, medicaleducation has shifted from content-centered curricula to integrated professional competencyframeworks. International organizations such as the Accreditation Council for Graduate MedicalEducation (ACGME), the CanMEDS of the Royal College of Physicians and Surgeons of Canada,and the General Medical Council (GMC) have promoted frameworks that describe physicians notonly as clinical experts but also as communicators, collaborators, professionals, and lifelonglearners. This shift has necessitated a profound rethinking of assessment systems. In this context,programmatic evaluation stands out as the most coherent methodological response tocompetency-based education. Its role is not simply to be "another technique," but rather astructural framework that organizes all assessments within a training program. In many medical schools and residency programs, assessment is no longer conceived as a set of isolated exams, but rather as a longitudinal system for collecting and integrating evidence. Its influence is also felt inthe educational culture. Frequent feedback, individualized monitoring, and collegial deliberationon student progress are gaining ground as quality standards. Furthermore, the scientific literaturein medical education recognizes Programmatic Assessment as a model with high conceptualvalidity for evaluating complex competencies in real-world clinical settings. |
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