Introduction: Professional identity formation constitutes a central dimension of contemporary medical education, involving a progressive process through which medical students and physicians in training internalize the values, norms, roles, behaviors, and ways of understanding practice that characterize the medical profession. This process extends beyond the acquisition of technical knowledge and skills and is shaped by educational experiences, by the relationships established throughout training, and by the institutional contexts in which professional socialization takes place. Objective: To examine the scientific evidence on professional identity formation in medical education, with emphasis on the contributions of curriculum, mentorship, and feedback to the identity development of medical students and physicians in training. Method: An integrative literature review was conducted, grounded in the principles of evidence-based practice. The review question was structured using the PICo strategy. The search was carried out across databases selected to capture the scientific production related to medical education and professional identity formation. Included studies were characterized in terms of their methodological features and levels of evidence, and the findings were subjected to interpretive thematic synthesis. Results: Eleven studies were included in this review. The literature on professional identity formation points to the longitudinal, relational, and contextual nature of this process, highlighting the influence of formal, informal, and hidden curricular experiences, mentoring relationships and professional role models, and feedback and reflection practices. These elements can foster a sense of belonging to the professional community, the internalization of values, and the progressive construction of a self-concept as a physician. Conclusion: Professional identity formation should be understood as a structuring component of medical education, rather than a spontaneous consequence of exposure to the training environment. Intentionally organized curricula, meaningful mentoring relationships, and reflection-oriented feedback practices can contribute to identity trajectories that are more conscious, coherent, and aligned with the values of the profession.
Rodolfo de Oliveira Medeiros, C. Galhardi, Viviane Canhizares Evangelista de Araújo et al.· Veredas do Direito· 0 citations
Background: Competency-Based Medical Education (CBME) has transformed medical education by shifting the focus from time-based training to the progressive development of observable competencies. Within this framework, Entrustable Professional Activities (EPAs) have emerged as an effective strategy for translating competencies into authentic professional tasks that support learner assessment and progressive clinical autonomy. However, evidence regarding their implementation and educational impact remains fragmented. Objective: To analyze the scientific evidence on the use of Entrustable Professional Activities (EPAs) in Competency-Based Medical Education, highlighting their educational contributions, implementation challenges, and implications for contemporary medical education. Methods: An integrative literature review was conducted following the principles of Evidence-Based Practice. The review question was developed using the PICo framework. Searches were performed in PubMed/MEDLINE, Scopus, Web of Science, and ERIC for studies published between 2020 and 2026. Data were extracted using a standardized instrument, methodological quality was characterized according to the Joanna Briggs Institute Levels of Evidence, and findings were synthesized through interpretive thematic analysis. Results: The included studies demonstrated that EPAs have become a key framework for operationalizing CBME across undergraduate medical education, clerkships, residency training, and faculty development. EPAs strengthen performance-based assessment, clinical supervision, longitudinal feedback, and entrustment decisions related to learner progression. Nevertheless, successful implementation requires sustained faculty development, standardized assessment practices, curricular integration, and institutional support. Conclusions: EPAs represent a paradigm shift in medical education by aligning competency development with authentic clinical practice. Their integration into programmatic assessment, continuous feedback, and competency-based curricula can strengthen educational decision-making and support the preparation of competent, reflective physicians capable of meeting contemporary healthcare needs.
Rodolfo de Oliveira Medeiros, C. Galhardi, Viviane Canhizares Evangelista de Araújo et al.· Veredas do Direito· 0 citations
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