Medical education in Brazil faces the challenge of simultaneously responding to the rapid expansion of technical and scientific knowledge, local and regional particularities, and the growing complexity of health systems, in a context marked by constant innovation. Added to this scenario is the demand for professionals with a solid, critical, and reflective education, ethically committed to science, social responsibility, and the country’s socioeconomic development.Article 5 of the current National Curriculum Guidelines for the undergraduate medical program (DCNs-2025)1 states that “The physician must be capable of integrating clinical, scientific, and technological knowledge with empathy and responsibility, acting as an agent of social transformation.” The same document, when addressing expectations for graduates, highlights in Article 7 that “the physician is expected to be capable of integrating diverse knowledge in an interdisciplinary and collaborative manner, committed to the quality and safety of care provided to individuals and communities".
