BACKGROUND: There is little discussion in the literature about which medical procedures students must be able to perform at the end of a medical course and at which point of the school curriculum they must be inserted. METHODOLOGY: A commission of specialists from different medical areas organized a list of possible diagnostic and therapeutic medical procedures, suggested by studies and group debates and followed the Brazilian curricular guidelines of 2001. Following group consensus with approval by over 75% of the commission members, the procedures that should actually be part of the school curriculum were defined. RESULTS: Over 50 medical procedures were grouped according to the level of complexity expected of the undergraduate student at the end of medical course. Once these were defined, they were distributed in the curricular grid and split into distinct learning times of the cognitive and motor domains. CONCLUSION: This study presented a proposal to define the competencies and skills relative to medical procedures to be attained by the undergraduate medicine students at our institution, with the objective of systematizing their distribution in the curricular matrix.
Medical Procedures; Competencies; Medical Curriculum; Medical Education
