Healthcare professionals’ education is evolving to meet people’s needs towards a more comprehensive, collaborative and interdisciplinary training. In medical education in Argentina, in the context of international discussions around competence-based education (CBE), competence frameworks are being developed for undergraduate and postgraduate education, constituting agreed criteria that lead to the design of training programs and work as key tools to ensure educational quality. The Tuning Project and other international frameworks account for this process towards a common definition of standards beyond geographic and disciplinary boundaries. Generic competences (GCs) have acquired increased relevance in CBE discussions, whereas in medical education they involve key skills for patient safety – yet clarity in their implementation still has to be accomplished. In competence-based medical education (CBME), some changes are being hindered by the absence of a common language as well as diverging ideologies and theories. The purpose of this work was to explore conceptions and the terms used when referring to GCs by people in charge of educational planning and design of Human Resources (HR) training policies in Argentina. A qualitative informants from different levels and fields in medical education. Interviews were conducted by one interviewer and analysed by two independent researchers. Results showed that medical educational planners have different conceptions regarding GCs and fail to share a common language to enunciate them. They acknowledge their relevance for patient safety and agree with the notion that, at this time of educational transformation, it would be useful to enunciate them separately from specific competences, although they realise that this involves potential risks in curricular design. From all terms used in this regard, “generic competence” was identified as a contradiction in itself. Consensus on denomination, meaning and visibility in curricula is mandatory. Received : 26 April 2018 Accepted : 18 May 2018 Published online : 31 May 2018

中文翻译：

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医学教育者对阿根廷通用能力的看法：建立共识的贡献

为了满足人们的需求，医疗保健专业人员的教育也在不断发展，以提供更全面，协作和跨学科的培训。在阿根廷的医学教育中，在围绕基于能力的教育（CBE）进行的国际讨论的背景下，正在为本科生和研究生的教育制定能力框架，这些框架构成了商定的标准，导致设计了培训计划，并将其作为确保工作质量的关键工具教育质量。调整项目和其他国际框架将这一过程解释为朝着超越地理和学科界限的通用标准定义。通用能力（CGC）在CBE讨论中越来越重要，在医学教育中，它们涉及患者安全的关键技能，但仍需明确实现。在基于能力的医学教育（CBME）中，由于缺乏通用语言以及意识形态和理论的差异，阻碍了某些变革。这项工作的目的是探讨负责阿根廷教育规划和人力资源（HR）培训政策设计的人员在提及GC时使用的概念和术语。医学教育中来自不同层次和领域的定性线人。采访由一名访问员进行，并由两名独立研究人员进行分析。结果表明，医学教育规划人员对GC的概念不同，无法共享通用语言来表达它们。他们承认其对患者安全的重要性，并同意这样的观念，即在进行教育转型时，将他们与特定能力分开来阐明是有用的，尽管他们意识到这在课程设计中存在潜在的风险。从这方面使用的所有术语来看，“通用能力”本身就是一个矛盾。必须对教派，意义和课程的可见性达成共识。收到：2018年4月26日接受：2018年5月18日在线发布：2018年5月31日 “通用能力”本身被认为是矛盾。必须对教派，意义和课程的可见性达成共识。收到：2018年4月26日接受：2018年5月18日在线发布：2018年5月31日 “通用能力”本身被认为是矛盾。必须对教派，意义和课程的可见性达成共识。收到：2018年4月26日接受：2018年5月18日在线发布：2018年5月31日