Curricular co-design as a challenge in health sciences postgraduate programs

Abstract

This paper presents the challenges, questions, and agreements that arise during the co-design of curricula for postgraduate specializations in health sciences, associated with residency programs developed in healthcare settings. In our institutional context a university institute strategically allied with a highly complex hospital – this task is executed through dialogue and collaborative construction involving professionals from various health
specialties and experts from the pedagogical field. This article delves into the challenge of designing curricula for medical postgraduate programs in our university institute that accurately and transparently reflect the formative
experiences gained through in-service training and residency programs at the hospital. It explores questions emerging from interactions among diverse stakeholders and examines the agreements reached, which serve as guiding principles and criteria for curricular design in these programs. These principles aim to facilitate a more coherent and distinct alignment across each
program, embracing innovative and high-quality curricular trends such as integration, the centralization of professional practices, and the incorporation of Entrustable Professional Activities (EPAs).