The National Curriculum Guidelines for the Medical course of 2001 have 28 core competences, but lack any defined concept of competence used. A number of definitions can be found in literature; this is a vast and controversial subject. Thus, the way in which teachers understand competence will have a direct impact on student education. A qualitative study was conducted among medicine teachers in order to clarify their concept of medical competence, based on the presentation of a common clinical case and related questions. Discourse of the Collective Subject was the method used to organize and analyze these persepctives. The concepts of competence found included the practical applicability of knowledge, skills and attitudes combined with reflective and ethical practice. The latter is given particular merit and can be seen as a pillar of the competences. Attitudes such as commitment and respect were identified as essential for displaying competence. It follows that the attitudes and ethics of graduates are key elements to their competence and encouraging their development should be one of the focuses of medical training.
Medical Education; Professional Competence; Medical Ethics; Staff Attitude; Medical Faculties