ENAMED and medical education
strategies for reviewing competencies during the internship cycle of the Medical curriculum
DOI:
https://doi.org/10.61695/rcs.v4i1.100Keywords:
ENAMED, Medical education, Medical internship, Formative assessment, Learning pathways, DCNs, Future Resident ProjectAbstract
This essay analyzes the new evaluative landscape established by the National Examination for the Assessment of Medical Education (ENAMED), in light of INEP Ordinance No. 478, dated July 18, 2025, and the National Curricular Guidelines for Undergraduate Medical Programs (CNE/CES Resolution No. 3, dated September 30, 2025). Based on this normative framework, the text examines the challenges that Higher Education Institutions (HEIs) face regarding the public disclosure of results and the regulatory policies adopted by the Ministry of Education (MEC). As a proactive response, it proposes a pedagogical support model structured around three pillars: diagnostic mapping of competency gaps, development of personalized formative pathways, and dynamic progress monitoring. The Projeto Futuro Residente (Future Resident Project), developed by the UNIEURO University Center, is presented as an exemplary case study of this approach, demonstrating how a portion of the theoretical workload during the medical internship—limited to 15% by Article 34 of the National Curricular Guidelines (DCNs)—can be converted into pedagogical interventions of high precision, guided by ENAMED indicators. The essay argues that formative assessment—rather than curricular narrowing—constitutes the ethical and effective path toward elevating the quality of medical education.
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Copyright (c) 2026 Elisângela Teixeira Gomes Dias, Andrea Franco Amoras Magalhães, Cristiane Mendes Gonçalves Lima, Eliziane Brandão Leite, Jordano Pereira Araújo, Rogério Gomes de Lima
This work is licensed under a Creative Commons Attribution 4.0 International License.
