Sistema integrado de avaliação por competências no estágio supervisionado em biomedicina

ABSTRACT | INTRODUCTION: Competency-based assessment in supervised internships represents one of the main challenges in Biomedical Sciences education, requiring assessment systems capable of objectively, continuously, and systematically integrating cognitive, technical, and behavioral competencies, in accordance with the principles of competency-based education and the demands of professional practice. OBJECTIVE: To report the implementation of an Integrated Competency-Based Assessment System (ICBAS) in the supervised internship in Clinical Analysis within the Biomedical Sciences program, based on Bloom’s Taxonomy and competency-based education. METHODOLOGY: A descriptive experience report describing the design, planning, and implementation of the ICBAS at a private higher education institution. The system was implemented in 2023 and maintained across three consecutive offerings of the Supervised Internship in Clinical Analysis (2023–2026), involving approximately 150 students, enabling the institutional consolidation of a standardized competency-based assessment model. The model integrated theoretical examinations, practical examinations, Objective Structured Clinical Examinations (OSCE), and standardized instruments for the continuous assessment of cognitive, technical, and behavioral competencies. RESULTS: The implementation enabled the standardization of assessment instruments, the development of a competency matrix aligned with Bloom’s Taxonomy, and the standardization of assessment criteria across the different internship sectors. The ICBAS promoted greater alignment among learning objectives, teaching strategies, and assessment procedures, providing methodological consistency, transparency, and reproducibility to the assessment process. CONCLUSION: The ICBAS constituted a feasible institutional strategy for organizing competency-based assessment in the supervised internship in Clinical Analysis, contributing to the standardization and integration of the assessment process. The description of its implementation provides methodological support for adaptation to other health education settings, while its effectiveness should be investigated in future studies.