Critérios de idoneidade didática como instrumento de avaliação dos cursos de medicina

The changes in Brazil's health scenario, particularly during the 1980s and 1990s, directly im-pacted the educational model implemented for health-related undergraduate programs. In the case of medical courses, the National Curricular Guidelines (DCN) of 2001 and 2014 provided the foundation for a new model emphasizing student-centered and autonomous learning. Evaluating the quality of teaching and learning processes in medicine through standardized instruments would help institutions determine if their courses align with these guidelines. Thus, this study aims to present an evaluation instrument for medical courses, adapted from the Didactic Suitability Criteria (CID). The methodology employed documental research, analyzing the 2014 DCN for medical education to adapt the CID to assess course quality. Ini-tially, pre-defined categories were established based on the CID. Subsequently, the DCN we-re analyzed to align the criteria with the guidelines. The result was an evaluation instrument featuring internal and external indicators to assess the quality of both newly implemented and ongoing programs, based on Epistemic, Cognitive, Interactional, Mediational, Emotional, and Ecological dimensions. Adjustments to the CID were made to account for aspects such as the health-disease process, health-related learning methodologies, assessment of learning, and student interaction with healthcare services. The resulting tool offers an innovative framework for evaluating teaching and learning processes in medical courses, emphasizing levels of didactic adequacy.