Introduction:

The competency-based education model is increasingly common for undergraduate medicine training. However, there is a lack of consensus on the concept of competence that can limit the understanding and analysis of the curricular programs that use it.

Objective:

To analyze the definitions and applications of the terms competency-based curriculum (CBC) and competency-based assessment (EvBC) in the medical education literature to propose a conceptual framework in undergraduate medicine programs.

Method:

Scoping review with searches in six databases. Publications about competency assessment or CBC in the medical area, specifically in undergraduate programs, during the last three decades.

Results:

Of 3618 articles, 89 were preselected for full review. 34 articles were included. The qualitative analysis generated 4 main categories and 14 subordinate categories.

Conclusions:

Although there is no consensus that defines competence, CBC and EvBC, the decision to implement a CBC in an undergraduate medical program implies recognition of the social and regulatory context and a progressive development that responds to particular needs, which may be related to all levels of learning.

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