Periodicidad semestral: flujo continuo.
ISSN - Electrónico: 2661-6947 / DOI: 10.36015 • LILACS BIREME (19784); LATINDEX (20666)
INTRODUCTION. The fundamental pillar in the university teacher in the field of Health Sciences
is intellectual humility, his vocation, innovation, empathy, organization and constant updating,
summarized in knowledge, knowing how to do and knowing how to be, which will allow the
transmission of knowledge and skills relevant in a comprehensive and functional way to the
student group, with the mission of unifying teaching – research – connection with society. AIM.
Characterize the basic and specific competencies of the university teacher in the field of Health
Sciences. JUSTIFICATION. Develop a model profile of competencies to increase teaching
quality in Higher Education Institutions, prioritize and solve the needs of society today. METHODOLOGY.
Bibliographic review study of 21 manuscripts selected from Google Scholar, PubMed
and LILACS Regional, whose publication dates correspond to the year 2011 – 2023, with the
exception of a document from 1994 due to the importance of articulation in the training of health
personnel. The search criteria consisted of the use of key phrases such as “Competency-Based
Education”, “Educational Personnel”, “Health Sciences”, “Competency-Based Education”,
“Education, Medical”, “Universities”. RESULTS. University teachers in the field of Health Sciences
must have a profile of basic competencies (communicative, technological, social, cognitive,
personal), specific competencies (planning, organization, didactics, evaluation, reflection), that
allow performance optimal, with the mission of complying with the quality indicators of Higher
Education Institutions and transcending the teaching-learning process. CONCLUSION. The basic
and specific competencies of the university teacher in the field of Health Sciences are based
on and summarized in knowledge, knowing how to do and knowing how to be; the application of
the competence of intellectual humility and the value of empathy that maintain the spirit of sustained
growth in the search for knowledge and academic excellence for teaching in the Health
Sciences, prioritizing the quality of the teaching-learning process.
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