Reflective analysis of the teaching-learning process in surgical specialties: competency-based education approach

Abstract

This study addresses the teaching-learning process in surgical specialties from the perspective of Competency-Based Education (CBE), highlighting the need to transform traditional models, such as Halsted's tutelary model, into adaptive approaches aligned with the contemporary demands of the health system. A
qualitative, descriptive and reflexive methodology was used, based on an exhaustive documentary analysis. This approach allowed to evaluate the strengths,
opportunities, weaknesses and threats in surgical training, with data collected in academic databases and publications between 2013 and the present. The results highlighted the integration of innovative methodologies such as high-fidelity simulators and virtual reality, essential to strengthen clinical practice and guarantee patient safety. Weaknesses were also identified, such as the lack of uniformity in evaluation methods and resistance to change in academic institutions, as well as threats associated with budgetary restrictions and regulatory policies. The discussion highlights the importance of a strategic analysis to contextualize surgical programs in local and regional realities, adapting international standards. CBE proves to be a comprehensive framework that combines technical, cognitive, and ethical skills with humanistic values. In conclusion, this work highlights the need for profound reforms in pedagogical and organizational models, supported by strategic analysis tools, to ensure adaptive, safe, and ethical surgical training, aligned with the needs of current and future health systems.