<?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>S1981-52712023000300401</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v47.3-2022-0380</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Experiência de reforma curricular com participação da comunidade acadêmica e ensino baseado em competências]]></article-title>
<article-title xml:lang="en"><![CDATA[Curricular Reform Experience with Academic Community Participation and Competency-Based Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Munhoz]]></surname>
<given-names><![CDATA[Gabriel Simões]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Klautau]]></surname>
<given-names><![CDATA[Giselle Burlamaqui]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cury]]></surname>
<given-names><![CDATA[Adriano Namo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Ciências Médicas da Santa Casa de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>47</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712023000300401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712023000300401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712023000300401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  Repensar os processos de ensino-aprendizagem é tarefa contínua dentro da escola médica, devendo haver aplicação das melhores evidências. Embora as necessidades de mudanças sejam amplamente conhecidas, os meios para realizá-las não o são. Por isso, este relato objetiva descrever a metodologia utilizada por uma faculdade tradicional do ensino em medicina durante seu processo de reforma curricular, o qual contou com a participação ativa da comunidade acadêmica.  Relato de experiência:  Para a reforma da matriz, foi nomeada uma comissão composta por alunos, docentes e funcionários. Seguindo os princípios do Design Thinking, organizaram-se os conhecimentos prévios e estruturaram-se os processos de escuta dos diferentes sujeitos. Optou-se por desenvolver uma matriz baseada em competências, com disciplinas integradas horizontalmente e priorização de atividades práticas, de modo a permitir uma redução da carga horária global do curso. As reformas implementadas exigiram alterações institucionais complexas para além da matriz, como a mudança da cultura avaliativa, a implementação do portfólio e outras questões de currículo oculto.  Discussão:  Superou-se o desafio de criar processos flexíveis e sustentáveis porque a comunidade foi capacitada para colaborar na gestão do ensino. Para além de coordenadores e diretores, todos os agentes do processo de aprendizagem devem ser reunidos de forma horizontal com participação ativa na proposição de mudanças. Barreiras e distanciamentos em relação à literatura podem ser enfrentados, devendo-se admitir as limitações para preservar identidades próprias e garantir projetos viáveis.  Conclusão: A formação de profissionais competentes é o objetivo dos currículos em medicina, que devem ser revistos continuamente. A reforma descrita permitiu o fortalecimento de vínculos com a comunidade, entregando um projeto representativo e adequado à realidade específica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  Rethinking the teaching-learning process is a continuous task in medical training, with the constant requirement of applying the best evidence. Although the needs for change are widely known, the means to carry them out are not. Therefore, this report aims to describe the methodology used by a traditional medical school during its curricular reform process, which had the active participation of the academic community.  Experience: A committee for curricular reform was appointed, including students, academic and professional staff. Following the principles of Design Thinking, prior knowledge was organized and listening processes were structured. A competency-based matrix was developed, with horizontally integrated disciplines and prioritization of practical activities, allowing for reduced total class hours of the course. The implemented reforms required complex institutional changes beyond the matrix, such as changing the evaluative culture and the implementation of the portfolio, in addition to other hidden curricular issues.  Discussion: The challenge of creating flexible and sustainable processes seems to be overcome by empowering the community to collaborate with the educational management. In addition to coordinators and directors, all agents of the learning process must be brought together horizontally with active participation in proposing changes. Barriers and distances in relation to literature can be faced, and limitations must be admitted in order to preserve appropriate identities and guarantee viable projects.  Conclusion:  Training competent professionals is the goal of curricula, which must be continually reviewed. The reform described allowed for the strengthening of ties between the community, delivering a representative project that was adequate to the specific reality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Baseada em Competências]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Competency-Based Education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year>1999</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>7-14</page-range></nlm-citation>
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</article>
