Publication: Evaluación de perfiles de egreso en facultades de medicina peruanas: Alineamiento con el marco de competencias MINSA y el modelo CanMEDS
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Date
2025
Authors
Apaza Arredondo, Jair Alexander ; Rivera Cardenas, Antuanette Kyara ; Lara Luján, Sebastián ; Gambarini Garnique, Piero Stephano ; Vela Ruiz, José Manuel
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/edumed.669281
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info:eu-repo/semantics/article
Description
Abstract
La formación médica en Perú enfrenta retos en la definición y cumplimiento efectivo del perfil de egreso, lo que podría impactar directamente en la calidad de la formación profesional. Estos perfiles deben reflejar competencias integrales alineadas con las demandas del sistema de salud. Los marcos CanMEDS y MINSA ofrecen referentes sólidos para esta evaluación. Método: Se realizó un estudio descriptivo, transversal y cualitativo basado en el análisis documental de los perfiles de egreso de 35 facultades de medicina peruanas, extraídos de fuentes institucionales. Se aplicaron dos marcos de referencia: el CanMEDS (7 roles) y el Perfil de Competencias del MINSA (8 dominios). Se consideró que un perfil “cumple la mayoría de competencias” cuando incluía más de la mitad de las competencias clave, si contenía al menos una competencia habilitadora (CanMEDS) o una condición mínima (MINSA). Resultado: Con el CanMEDS, el rol más representado fue “Médico experto” (40%), mientras que “Comunicador” y “Profesional” mostraron menor presencia (8,6% y 22,9% respectivamente). Y con MINSA, los dominios con mayor cumplimiento fueron “Ética y profesionalismo” (85,7%) y “Sistema de salud y modelo de cuidado” (71,4%), siendo “Docencia e investigación” el de menor adherencia (8,6%). Conclusión: Los perfiles analizados evidencian brechas formativas relevantes, especialmente en competencias transversales, requiriendo reformas curriculares integrales alineadas al contexto nacional y a estándares internacionales como CanMEDS.
Medical training in Peru faces challenges in defining and effectively fulfilling the graduate profile, which could directly impact the quality of professional training. These profiles must reflect comprehensive competencies aligned with the demands of the health system. The CanMEDS and MINSA frameworks offer solid references for this assessment. Method: A descriptive, cross-sectional, and qualitative study was conducted based on documentary analysis of the graduate profiles of 35 Peruvian medical schools, extracted from institutional sources. Two reference frameworks were applied: CanMEDS (7 roles) and the MINSA Competency Profile (8 domains). A profile was considered to "meet the majority of competencies" when it included more than half of the key competencies, if it contained at least one enabling competency (CanMEDS) or one minimum condition (MINSA). Results: With CanMEDS, the most represented role was "Expert Physician" (40%), while "Communicator" and "Professional" were less present (8.6% and 22.9% respectively). And with MINSA, the domains with the highest compliance were "Ethics and Professionalism" (85.7%)and "Health System and Care Model" (71.4%), with "Teaching and Research" being the one with the lowest adherence (8.6%). Conclusion: The analyzed profiles reveal significant training gaps, especially in transversal competencies, requiring comprehensive curricularreforms aligned with the national context and international standards such as CanMEDS.
Medical training in Peru faces challenges in defining and effectively fulfilling the graduate profile, which could directly impact the quality of professional training. These profiles must reflect comprehensive competencies aligned with the demands of the health system. The CanMEDS and MINSA frameworks offer solid references for this assessment. Method: A descriptive, cross-sectional, and qualitative study was conducted based on documentary analysis of the graduate profiles of 35 Peruvian medical schools, extracted from institutional sources. Two reference frameworks were applied: CanMEDS (7 roles) and the MINSA Competency Profile (8 domains). A profile was considered to "meet the majority of competencies" when it included more than half of the key competencies, if it contained at least one enabling competency (CanMEDS) or one minimum condition (MINSA). Results: With CanMEDS, the most represented role was "Expert Physician" (40%), while "Communicator" and "Professional" were less present (8.6% and 22.9% respectively). And with MINSA, the domains with the highest compliance were "Ethics and Professionalism" (85.7%)and "Health System and Care Model" (71.4%), with "Teaching and Research" being the one with the lowest adherence (8.6%). Conclusion: The analyzed profiles reveal significant training gaps, especially in transversal competencies, requiring comprehensive curricularreforms aligned with the national context and international standards such as CanMEDS.
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Citation
Apaza Arredondo , J. A., Rivera Cardenas, A. K., Lara Luján, S., Gambarini Garnique, P. S., & Vela Ruiz, J. M. (2025). Evaluación de perfiles de egreso en facultades de medicina peruanas: Alineamiento con el marco de competencias MINSA y el modelo CanMEDS. Revista Española De Educación Médica, 6(4).
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