<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712014000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo de medicina e as competências propostas pelas diretrizes curriculares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Camila Ament Giuliani dos Santos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cubas]]></surname>
<given-names><![CDATA[Marcia Regina]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Renato Soleiman]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<volume>38</volume>
<numero>02</numero>
<fpage>221</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712014000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712014000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712014000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A educação médica passa por críticas quanto aos métodos de ensino e conteúdos. O motivo para mudanças está em possibilitar maior eficácia na formação, permitindo aos egressos lidar com problemas da sociedade brasileira. Este artigo objetiva analisar o conteúdo dos Planos de Ação das disciplinas do currículo de um curso de Medicina, tendo como referência o perfil do egresso e as competências/habilidades propostas pelas DCN para o curso de Medicina. Na organização e análise do material, foram utilizadas Análise de Conteúdo e estatística simples para descrição de parte dos resultados. As análises foram feitas por disciplinas, por semestres e por fases do curso. Constatou-se que 23 das 28 competências/ habilidades estavam presentes. Do total de 70 disciplinas, oito não faziam referência a qualquer competência presente nas DCN, e as outras 62 faziam menção a pelo menos uma competência. O currículo, em sua grande maioria, está pautado por competências/habilidades, com o desenvolvimento gradual destas durante as fases do curso médico. A APS é o grande eixo, que percorre nove dos 12 semestres do curso, preocupado com as competências técnicas do egresso, sem se ausentar do papel social da universidade, bem como da relação médico-paciente, do cuidado e do trabalho multiprofissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Medical education has been the subject of criticisms regarding teaching methods and content. The reason for change is to ensure more efficient training so that graduates are better prepared to deal with problems typical of Brazilian society. This article aims to analyze the content of the action plans for subjects in the curriculum of an undergraduate medicine course, based on the graduate profile and competences/skills proposed by the National Curriculum Guidelines (DCN) for the medicine course. The material was organized and analyzed through the use of content analysis and simple statistics to describe some of the results. The analyses were made per subject, per semester and per stage of the course. It was found that 23 of the 28 competences/skills were present in 62 of 70 subjects. Out of a total of 70 disciplines, eight did not refer to any competences pecified in the DCN, the other 62 mentioned at least 1 competence. The curriculum is largely based on competences/skills and their gradual development throughout the phases of medical school. Primary Care is a major thrust, covering nine of the 12 semesters; concerned with the technical skills of graduates without ignoring the social role of the university as well as the doctor-patient relationship, care and multidisciplinary work.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Competência Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Professional Competence]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Curr&iacute;culo  de medicina e as compet&ecirc;ncias propostas pelas diretrizes curriculares.</h2> <h3>The medicine curriculum and competences proposed for  curriculum guidelines.</h3>     <p>&nbsp;</p> <h4>Camila  Ament Giuliani dos Santos Franco, Marcia Regina Cubas, Renato Soleiman Franco</h4> </font>      ]]></body><back>
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