The National Curriculum Guidelines (NCG) recommend a professional competence-based curricular model for health care undergraduate education. A descriptive study with a qualitative approach was conducted through the use of a consensus conference to develop evaluative indicators of the teaching and learning process in the area of individual care. A matrix was organized based on performances obtained from manuals of each year of study and formats of evaluation. The evaluators then analyzed the matrix and discussed it in the consensus conference in order to consolidate the indicators. The analyzed results allowed the activities of the course to be considered based on the understanding that these actions offer students the opportunity to fulfill the comprehensive health care as recommended by the NCG and the Unified Health System. Therefore indicators were constructed related to clinical history, physical examination and clinical reasoning for monitoring the teaching and learning process. In the context of a competence-guided curriculum, these indicators can guide the educational planning, as well as enable active participation and co-responsibility of those involved in order to achieve meaningful learning that will allow the future professional to ensure qualified health care.
Medical Education; Evaluation; Indicators
