Atchley DW. El médico científico y "el curador". Bol Of Sanit Panam 1965; 59:342-9 .
Benatar, SR., Bhutta, ZA., Daar, AS. & cols. (2001) Clinical ethics revisited; responses. BMC Medical Ethics, 2(2), de http://www.biomedcentral.com/1472-6939/2/2
· Bloom DE, Canning D, Jamison DT. Salud, riqueza y bienestar. Finanzas & Desarrollo 2004; https://www.imf.org/external/pubs/ft/fandd/spa/2004/03/pdf/bloom.pdf
· Brennan, MG., Coles, C. (2003) Developing professional skills. The Lancet, 362. Caminiti, C., Scoditti, U., Diodati, F. & cols. (2005) How to promote, improve and test adherence to scientific evidence in clinical practice. BMC Health Sevice Research, 5(62), de: http://www.biomedcentral.com/1472-6963/5/62
. Consejo General de Colegios Oficiales de Médicos. El Buen Quehacer del Médico (BQM). Graficas Lasa, Madrid España, 2014.
· Day, DV., Gronn, P & Salas E. (2004) Leadership capacity in teams. The Leadership Quarterly, 15, 857-880.
· Díaz Portillo J. Guía Práctica de lectura crítica de artículos científicos originales en Ciencias de la Salud. Instituto Nacional de Gestión Sanitaria. Madrid. 2010. http://apps.elsevier.es/ficheros/miscelanea/SEMERGEN_guia_prac_lectura.pdf
Domínguez Gutiérrez S. Diez Razones para ser Científico (Comentario al libro de Ruy Pérez Tamayo). Comunicación y Sociedad 2014.
Durante Montiel I, Martínez González A, Morales López S, et al. Educación por competencias: de estudiante a médico. Rev Fac Med UNAM; 54(6), 2011.
· Dussault, G. & Dubois, CA. (2003) Human resources for health policies: a critical component in health policies. Human Resources for Health, 1(1), de:http://www.human-resources-health.com/content/1/1/1
· Esquerda M, Yuguero O, Viñas J, Pifarré J. La empatía médica, ¿nace o se hace? Evolución de la empatía en estudiantes de medicina. Aten Primaria 2016; 48: 8-14.
· Frenk, J. (2007) Tender puentes: lecciones globales desde México sobre políticas de salud basadas en evidencias. Salud Pública de México, 29, Supl I, S14-S22.
· González Menéndez RA. Valores morales y satisfacción de usuarios de salud: criterios de alumnos de medicina. Rev Hosp Psiq Habana 2015; 12: http://www.medigraphic.com/pdfs/revhospsihab/hph-2015/hph151f.pdf
· González-Pier, E., Gutiérrez-Delgado, C., Stevens, G. & cols. (2007) Definición de prioridades para las intervenciones de salud en el Sistema de Protección Social en Salud en México Salud Pública de México, 49, Supl I, S37-S52.
· Gravel, K., Légaré, F. & Graham, ID. (2006) Barriers and facilitators to implementing shared decision-making in clinical practice: a systematic review of health professionals' perceptions. Implementation Science, 1(16), de:http://www.implementationscience.com/content/1/1/16.
· Gregg, M. Health Care for All? (2007) The New England Journal of Medicine, 357(12), 1173-1175.
· Gushulak, BD. & MacPherson, DW. (2006) The basic principles of migration health: Population mobility and gaps in disease prevalence. Emerging Themes in Epidemiology, 3(3), de: http://www.ete-online.com/content/3/1/3.
· Harzheim, E., Duncan, B., Stein, AT. & cols. (2006) Quality and effectiveness of different approaches to primary care delivery in Brazil. BMC Health Service Research, 6(156), de: http://www.biomedcentral.com/1472-6963/6/156.
· Hobgood, CD., Riviello RJ, Jouriles, N & Hamilton G. Assessment of communication and interpersonal skills competencies. (2002) Academic Emergency Medicine, 9(11), 1257-1269.
· Holm, S. & Williams-Jones, B. (2006) Global bioethics – myth or reality? BMC Medical Ethics, 7(10), de http://www.biomedcentral.com/1472-6939/7/10.
· Howe, A. (2002) Developing profesional attitudes in training: report from the AMEE Berlin professional workshop group. Medical Teacher, 24(2), 208-212.
· Kamel, MN. (2004) Towards evidence-based, GIS-driven national spatial health information infrastructure and surveillance services in the United Kingdom. International Journal of Health Geographics, 3(1), de: http://www.ij-health-geographics.com/content/3/1/1.
· Larkin, GL., Binder, L., Houry, D. & cols. (2002) Defining and evaluating professionalism: A core competency for Graduate Emergency Medicine Education. Academic Emergency Medicine, 9(11), 1249-1256.
· Leggat, SG. (2007) Effective healthcare teams require effective team members: defining teamwork competencies. BMC Health Service Research, 7(17), de: http://www.biomedcentral.com/1472-6963/7/17.
-Lifshitz GA (2012). La enseñanza de la clínica en la era moderna. Inv. Ed Med: 1(4): 210-7 http://riem.facmed.unam.mx/sites/all/archivos/V1Num04/08_AR_LA_ENSENANZA_DE_LA_CLINICA.PDF
· Magnani, L. (1997) Basic Science Reasoning and Clinical Reasoning Intertwined: Epistemological Analysis and Consequences for Medical Education. Advances in Health Sciences Education, 2,115-130.
· Mathauer, I. & Imhoff, I. (2006) Health worker motivation in Africa: the role of non-financial incentives and human resource management tools. Human Resources for Health, 4(24),de: http://www.human-resources-health.com/content/4/1/24.
· McNulty, JA., Espíritu, B., Halsey, M. & cols. (2006) Personality preference influences medical student use of specific computer-aided instruction (CAI), BMC Medical Education,6(7),en: http://www.biomedcentral.com/1472-6920/6/7
· Medical Professionalism Project. (2002) Medical professionalism in the new millennium: a physician’s charter. Lancet, 359, 520-522.
- Moore P, Gómez G, Kurtz S, Vargas A. La comunicación médico-paciente: ¿cuáles son las habilidades efectivas? Rev Med Chile 2010; 148: 1047-1054. https://scielo.conicyt.cl/pdf/rmc/v138n8/art16.pdf
· Nayar, KR., Kyobutungi, C. & Razum, O. (2004). Self-help: What future role in health care for low and middle-income countries? International Journal for Equity in Health, 3(1), de: http://www.equityhealthj.com/content/3/1/1.·
· Near, JA., Bosin, TR. & Watkins III, JB. (2002) Naunyn-Schmiedeberg’s Archives of Pharmacology, 366, 22-29.
Nwomeh, BC., Lowell, W., Kable, R. & cols. (2006) History and development of trauma registry: lessons from developed to developing countries. World Journal of Emergency Surgery, 1(32), de: http://www.wjes.org/content/1/1/32
· Olshansky, SJ., Grant, M., Brody, J. & cols. (2005) Biodemographics perspectives for epidemiologists. Emerging Themes in Epidemiology, 2(10), de http://www.ete-online.com/content/2/1/10.
· Paul R, Elder L. La mini-guía para el pensamiento crítico. Conceptos y herramientas. Fundación para el pensamiento crítico. https://www.criticalthinking.org/resources/PDF/SP-ConceptsandTools.pdf
· Pedrera, V., Orozco, D., Gil, V., & cols. (2004) Características de la demanda sanitaria médica en atención primaria de un área de salud de la Comunidad Valenciana (estudio SyN-PC).Atención Primaria, 33(1), 31-37.
Peinado Herreros JM. Competencias médicas. Educación médica: 8(Supl 2), 2005.
· Peres, EM., Andrade, AN., Dal, MR. & cols. (2006) The practice of physicians and nurses in the Brazilian Family Health Programme – evidences of change in the delivery health care model. Human Resources for Health, 4(25) de: http://www.human-resources-health.com/content/4/1/25
· Pérez-Tamayo, R. (2005) Ética médica, salud y protección social. Salud Pública de México, 47(3), 245-251.
· Physicians code of conduct and professionalism. (2006). Consultado en línea el 16 de marzo de 2007 en: hsl.mcmaster.ca/documents/education/code_of_ conduct_draft_3.doc -
· Puentes-Rosas, E., Ruelas, E., Martínez-Monroy, T. & cols. (2005) Trato adecuado: respuesta del sistema mexicano de salud a las expectativas no médicas de sus usuarios. Salud Pública de México, 47, supl 1, S12-S21.
· Pulido, PA., Cravioto, A., Pereda, A. & cols. (2006) Changes, trends and challenges of medical education in Latin America. Medical Teacher, 28(1), 24-29.
· Quince T, Thiemann P, Benson J, Hyde S. Undergraduate medical students’ empathy: current perspectives. Adv Med Ed Pract. 2016; 7: 443-55. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4976762/pdf/amep-7-443.pdf
· Ramoni, M. & Riva, A. (1997) Basic Science in Medical Reasoning: An Artificial Intelligence Approach. Advances in Health Sciences Education, 2, 131-140.
· Rangachari, PK. Basic Sciences in an Integrated Medical Curriculum: The Case of Pharmacology. Advances in Health Sciences Education, 2, 163-171.
· Rigoli, F., & Dussault, G. (2003) The interface between health sector reform and human resources in health. Human Resources for Health, 1(9), de: http://www.human-resources-health.com/content/1/1/9.
· Ruiz-Pérez L, Sanchez-Mendiola M. Profesión y profesionalismo en medicina. Facultad de Medicina, UNAM. http://www.facmed.unam.mx/sms/seam2k1/2006/nov_01_ponencia.html
· Sánchez Mendiola M. La educación médica basada en competencias: ¿santo remedio o vino viejo en nueva botella? Inv Ed Med 2015; 4(13): 1- 2 https://drive.google.com/file/d/0B08R6rwjn_S5bHdUTWhCZXBIQzQ/view
Schroeder, SA. (2007) We Can Do Better — Improving the Health of the American People. The New England Journal of Medicine, 357, 1221-1228.
· Scoth, M., Parmato, B., Gadd, CS. & cols. (2006) Exploring the role of GIS during community health assessment problem solving: experiences of public health professionals. International Journal of Health Geographics, 5(39), de: http://www.ij-healthgeographics.com/content/5/1/39
· Shankar PR., Dubey AK., Pharm SM., Upadhyay DK., Pharm. (2007) Medical students attitude towards and perception of the basic sciences in a medical college in Western Nepal. Medical Science Educator. 17(1): 67-74
Soberón-Acevedo, G., García-Viveros, M. & Narro-Robles, J. (1994) Nuevos frentes del humanismo en la práctica clínica. Salud Pública de México, 36, 541-551.
· Stern, DT., Friedman, M., De Champlain, A. & cols. (2005) Ensuring global standards for medical graduates: a pilot study of international standard-setting. Medical Teacher, 27(3), 207-213.
· Tam, CC. (2006) Migration and health: fact, fiction, art, politics. Emerging Themes in Epidemiology, 3(15), de: http://www.ete-online.com/content/3/1/15
· Webb, CP. & Pass, HI. (2004) Translation research: from accurate diagnosis to appropriate treatment. Journal of Translational Medicine, 2(35), de: http://www.translational-medicine.com/content/2/1/35
PERFILES MÉDICOS INTERNACIONALES DEFINIDOS POR COMPETENCIAS
· Association of American Medical College. (1998) Report I Learning Objetives for Medical Student Education. Guideline for Medical Schools. Washington, D.C.
· Association of American Medical College. (1999) Report II Contemporary Issues in medicine: Medical Informatics and Population Health. Washington, D.C.
· Association of American Medical College. (1999) Report III Contemporary Issues in medicine: communication in medicine. Washington, D.C.
· Association of American Medical College. (2001) Report IV Contemporary Issues in medicine:basic sciences and clinical research. Washington, D.C.
· Association of American Medical College. (2001) Report V Contemporary Issues in medicine: quality of care. Washington, D.C.
· Institute for International Medical Education. (2002) Global minimum essential requirements in medical education. Medical Education, 24(2), 130-135.
· Frank, JR. (Ed). (2005) The CanMEDS 2005 Pshysician Competency Framework. Better standards.Better physicians. Better care. Ontario, Canadá: The Royal College of Physicians and Surgeons of Canada.
· General Medical Council. (2003) Tomorrows’ Doctors. Recommendations on undergraduate medical education. UK.
· Schwarz, MR. & Wojtczak, A. (2002) Global minimum essential requirements:a road towards competence-oriented medical education. Medical Teacher, 24(2), 125-129.
· Simpson, JG., Furnace, J., Crosby, J. & cols. (2002) The Scottish doctor—learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners. Medical Teacher, 24(2), 136-143.
Universitat de Barcelona. (2002) Competencias a adquirir por los estudiantes de Medicina durante el pregrado en la Facultad de Medicina de la Universitat de Barcelona. España.
Benatar, SR., Bhutta, ZA., Daar, AS. & cols. (2001) Clinical ethics revisited; responses. BMC Medical Ethics, 2(2), de http://www.biomedcentral.com/1472-6939/2/2
· Bloom DE, Canning D, Jamison DT. Salud, riqueza y bienestar. Finanzas & Desarrollo 2004; https://www.imf.org/external/pubs/ft/fandd/spa/2004/03/pdf/bloom.pdf
· Brennan, MG., Coles, C. (2003) Developing professional skills. The Lancet, 362. Caminiti, C., Scoditti, U., Diodati, F. & cols. (2005) How to promote, improve and test adherence to scientific evidence in clinical practice. BMC Health Sevice Research, 5(62), de: http://www.biomedcentral.com/1472-6963/5/62
. Consejo General de Colegios Oficiales de Médicos. El Buen Quehacer del Médico (BQM). Graficas Lasa, Madrid España, 2014.
· Day, DV., Gronn, P & Salas E. (2004) Leadership capacity in teams. The Leadership Quarterly, 15, 857-880.
· Díaz Portillo J. Guía Práctica de lectura crítica de artículos científicos originales en Ciencias de la Salud. Instituto Nacional de Gestión Sanitaria. Madrid. 2010. http://apps.elsevier.es/ficheros/miscelanea/SEMERGEN_guia_prac_lectura.pdf
Domínguez Gutiérrez S. Diez Razones para ser Científico (Comentario al libro de Ruy Pérez Tamayo). Comunicación y Sociedad 2014.
Durante Montiel I, Martínez González A, Morales López S, et al. Educación por competencias: de estudiante a médico. Rev Fac Med UNAM; 54(6), 2011.
· Dussault, G. & Dubois, CA. (2003) Human resources for health policies: a critical component in health policies. Human Resources for Health, 1(1), de:http://www.human-resources-health.com/content/1/1/1
· Esquerda M, Yuguero O, Viñas J, Pifarré J. La empatía médica, ¿nace o se hace? Evolución de la empatía en estudiantes de medicina. Aten Primaria 2016; 48: 8-14.
· Frenk, J. (2007) Tender puentes: lecciones globales desde México sobre políticas de salud basadas en evidencias. Salud Pública de México, 29, Supl I, S14-S22.
· González Menéndez RA. Valores morales y satisfacción de usuarios de salud: criterios de alumnos de medicina. Rev Hosp Psiq Habana 2015; 12: http://www.medigraphic.com/pdfs/revhospsihab/hph-2015/hph151f.pdf
· González-Pier, E., Gutiérrez-Delgado, C., Stevens, G. & cols. (2007) Definición de prioridades para las intervenciones de salud en el Sistema de Protección Social en Salud en México Salud Pública de México, 49, Supl I, S37-S52.
· Gravel, K., Légaré, F. & Graham, ID. (2006) Barriers and facilitators to implementing shared decision-making in clinical practice: a systematic review of health professionals' perceptions. Implementation Science, 1(16), de:http://www.implementationscience.com/content/1/1/16.
· Gregg, M. Health Care for All? (2007) The New England Journal of Medicine, 357(12), 1173-1175.
· Gushulak, BD. & MacPherson, DW. (2006) The basic principles of migration health: Population mobility and gaps in disease prevalence. Emerging Themes in Epidemiology, 3(3), de: http://www.ete-online.com/content/3/1/3.
· Harzheim, E., Duncan, B., Stein, AT. & cols. (2006) Quality and effectiveness of different approaches to primary care delivery in Brazil. BMC Health Service Research, 6(156), de: http://www.biomedcentral.com/1472-6963/6/156.
· Hobgood, CD., Riviello RJ, Jouriles, N & Hamilton G. Assessment of communication and interpersonal skills competencies. (2002) Academic Emergency Medicine, 9(11), 1257-1269.
· Holm, S. & Williams-Jones, B. (2006) Global bioethics – myth or reality? BMC Medical Ethics, 7(10), de http://www.biomedcentral.com/1472-6939/7/10.
· Howe, A. (2002) Developing profesional attitudes in training: report from the AMEE Berlin professional workshop group. Medical Teacher, 24(2), 208-212.
· Kamel, MN. (2004) Towards evidence-based, GIS-driven national spatial health information infrastructure and surveillance services in the United Kingdom. International Journal of Health Geographics, 3(1), de: http://www.ij-health-geographics.com/content/3/1/1.
· Larkin, GL., Binder, L., Houry, D. & cols. (2002) Defining and evaluating professionalism: A core competency for Graduate Emergency Medicine Education. Academic Emergency Medicine, 9(11), 1249-1256.
· Leggat, SG. (2007) Effective healthcare teams require effective team members: defining teamwork competencies. BMC Health Service Research, 7(17), de: http://www.biomedcentral.com/1472-6963/7/17.
-Lifshitz GA (2012). La enseñanza de la clínica en la era moderna. Inv. Ed Med: 1(4): 210-7 http://riem.facmed.unam.mx/sites/all/archivos/V1Num04/08_AR_LA_ENSENANZA_DE_LA_CLINICA.PDF
· Magnani, L. (1997) Basic Science Reasoning and Clinical Reasoning Intertwined: Epistemological Analysis and Consequences for Medical Education. Advances in Health Sciences Education, 2,115-130.
· Mathauer, I. & Imhoff, I. (2006) Health worker motivation in Africa: the role of non-financial incentives and human resource management tools. Human Resources for Health, 4(24),de: http://www.human-resources-health.com/content/4/1/24.
· McNulty, JA., Espíritu, B., Halsey, M. & cols. (2006) Personality preference influences medical student use of specific computer-aided instruction (CAI), BMC Medical Education,6(7),en: http://www.biomedcentral.com/1472-6920/6/7
· Medical Professionalism Project. (2002) Medical professionalism in the new millennium: a physician’s charter. Lancet, 359, 520-522.
- Moore P, Gómez G, Kurtz S, Vargas A. La comunicación médico-paciente: ¿cuáles son las habilidades efectivas? Rev Med Chile 2010; 148: 1047-1054. https://scielo.conicyt.cl/pdf/rmc/v138n8/art16.pdf
· Nayar, KR., Kyobutungi, C. & Razum, O. (2004). Self-help: What future role in health care for low and middle-income countries? International Journal for Equity in Health, 3(1), de: http://www.equityhealthj.com/content/3/1/1.·
· Near, JA., Bosin, TR. & Watkins III, JB. (2002) Naunyn-Schmiedeberg’s Archives of Pharmacology, 366, 22-29.
Nwomeh, BC., Lowell, W., Kable, R. & cols. (2006) History and development of trauma registry: lessons from developed to developing countries. World Journal of Emergency Surgery, 1(32), de: http://www.wjes.org/content/1/1/32
· Olshansky, SJ., Grant, M., Brody, J. & cols. (2005) Biodemographics perspectives for epidemiologists. Emerging Themes in Epidemiology, 2(10), de http://www.ete-online.com/content/2/1/10.
· Paul R, Elder L. La mini-guía para el pensamiento crítico. Conceptos y herramientas. Fundación para el pensamiento crítico. https://www.criticalthinking.org/resources/PDF/SP-ConceptsandTools.pdf
· Pedrera, V., Orozco, D., Gil, V., & cols. (2004) Características de la demanda sanitaria médica en atención primaria de un área de salud de la Comunidad Valenciana (estudio SyN-PC).Atención Primaria, 33(1), 31-37.
Peinado Herreros JM. Competencias médicas. Educación médica: 8(Supl 2), 2005.
· Peres, EM., Andrade, AN., Dal, MR. & cols. (2006) The practice of physicians and nurses in the Brazilian Family Health Programme – evidences of change in the delivery health care model. Human Resources for Health, 4(25) de: http://www.human-resources-health.com/content/4/1/25
· Pérez-Tamayo, R. (2005) Ética médica, salud y protección social. Salud Pública de México, 47(3), 245-251.
· Physicians code of conduct and professionalism. (2006). Consultado en línea el 16 de marzo de 2007 en: hsl.mcmaster.ca/documents/education/code_of_ conduct_draft_3.doc -
· Puentes-Rosas, E., Ruelas, E., Martínez-Monroy, T. & cols. (2005) Trato adecuado: respuesta del sistema mexicano de salud a las expectativas no médicas de sus usuarios. Salud Pública de México, 47, supl 1, S12-S21.
· Pulido, PA., Cravioto, A., Pereda, A. & cols. (2006) Changes, trends and challenges of medical education in Latin America. Medical Teacher, 28(1), 24-29.
· Quince T, Thiemann P, Benson J, Hyde S. Undergraduate medical students’ empathy: current perspectives. Adv Med Ed Pract. 2016; 7: 443-55. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4976762/pdf/amep-7-443.pdf
· Ramoni, M. & Riva, A. (1997) Basic Science in Medical Reasoning: An Artificial Intelligence Approach. Advances in Health Sciences Education, 2, 131-140.
· Rangachari, PK. Basic Sciences in an Integrated Medical Curriculum: The Case of Pharmacology. Advances in Health Sciences Education, 2, 163-171.
· Rigoli, F., & Dussault, G. (2003) The interface between health sector reform and human resources in health. Human Resources for Health, 1(9), de: http://www.human-resources-health.com/content/1/1/9.
· Ruiz-Pérez L, Sanchez-Mendiola M. Profesión y profesionalismo en medicina. Facultad de Medicina, UNAM. http://www.facmed.unam.mx/sms/seam2k1/2006/nov_01_ponencia.html
· Sánchez Mendiola M. La educación médica basada en competencias: ¿santo remedio o vino viejo en nueva botella? Inv Ed Med 2015; 4(13): 1- 2 https://drive.google.com/file/d/0B08R6rwjn_S5bHdUTWhCZXBIQzQ/view
Schroeder, SA. (2007) We Can Do Better — Improving the Health of the American People. The New England Journal of Medicine, 357, 1221-1228.
· Scoth, M., Parmato, B., Gadd, CS. & cols. (2006) Exploring the role of GIS during community health assessment problem solving: experiences of public health professionals. International Journal of Health Geographics, 5(39), de: http://www.ij-healthgeographics.com/content/5/1/39
· Shankar PR., Dubey AK., Pharm SM., Upadhyay DK., Pharm. (2007) Medical students attitude towards and perception of the basic sciences in a medical college in Western Nepal. Medical Science Educator. 17(1): 67-74
Soberón-Acevedo, G., García-Viveros, M. & Narro-Robles, J. (1994) Nuevos frentes del humanismo en la práctica clínica. Salud Pública de México, 36, 541-551.
· Stern, DT., Friedman, M., De Champlain, A. & cols. (2005) Ensuring global standards for medical graduates: a pilot study of international standard-setting. Medical Teacher, 27(3), 207-213.
· Tam, CC. (2006) Migration and health: fact, fiction, art, politics. Emerging Themes in Epidemiology, 3(15), de: http://www.ete-online.com/content/3/1/15
· Webb, CP. & Pass, HI. (2004) Translation research: from accurate diagnosis to appropriate treatment. Journal of Translational Medicine, 2(35), de: http://www.translational-medicine.com/content/2/1/35
PERFILES MÉDICOS INTERNACIONALES DEFINIDOS POR COMPETENCIAS
· Association of American Medical College. (1998) Report I Learning Objetives for Medical Student Education. Guideline for Medical Schools. Washington, D.C.
· Association of American Medical College. (1999) Report II Contemporary Issues in medicine: Medical Informatics and Population Health. Washington, D.C.
· Association of American Medical College. (1999) Report III Contemporary Issues in medicine: communication in medicine. Washington, D.C.
· Association of American Medical College. (2001) Report IV Contemporary Issues in medicine:basic sciences and clinical research. Washington, D.C.
· Association of American Medical College. (2001) Report V Contemporary Issues in medicine: quality of care. Washington, D.C.
· Institute for International Medical Education. (2002) Global minimum essential requirements in medical education. Medical Education, 24(2), 130-135.
· Frank, JR. (Ed). (2005) The CanMEDS 2005 Pshysician Competency Framework. Better standards.Better physicians. Better care. Ontario, Canadá: The Royal College of Physicians and Surgeons of Canada.
· General Medical Council. (2003) Tomorrows’ Doctors. Recommendations on undergraduate medical education. UK.
· Schwarz, MR. & Wojtczak, A. (2002) Global minimum essential requirements:a road towards competence-oriented medical education. Medical Teacher, 24(2), 125-129.
· Simpson, JG., Furnace, J., Crosby, J. & cols. (2002) The Scottish doctor—learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners. Medical Teacher, 24(2), 136-143.
Universitat de Barcelona. (2002) Competencias a adquirir por los estudiantes de Medicina durante el pregrado en la Facultad de Medicina de la Universitat de Barcelona. España.
