Assessment of graduate profiles in Peruvian medical schools: Alignment with the MINSA competency framework and the CanMEDS model
Abstract
Introduction: Medical education in Peru faces challenges in defining and effectively fulfilling graduate profiles, which could directly impact the quality of professional training. These profiles should reflect comprehensive competencies aligned with the demands of the healthcare system. The CanMEDS and MINSA frameworks offer solid benchmarks for this assessment. Method: A descriptive, cross-sectional, qualitative study was conducted based on a 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 most competencies” when it included more than half of the key competencies, if it contained at least one enabling competency (CanMEDS) or a minimum condition (MINSA). Result: With CanMEDS, the most represented role was “Expert Physician” (40%), while ‘Communicator’ and “Professional” showed a lower presence (8.6% and 22.9%, respectively). 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” having the lowest adherence (8.6%). There is a negative association between private universities and compliance with MINSA framework competencies (OR = 0.063, p = 0.007). Conclusion: The profiles analyzed reveal significant training gaps, especially in cross-cutting competencies, requiring comprehensive curriculum reforms aligned with the national context and international standards such as CanMEDS.
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