Analysis of the integration of competencies in a Humanization Curricular Line: Case study on the curriculum of a technical career in health

Abstract

Introduction: the curricular insertion of humanization in sociosanitary education faces the challenge of counteracting the predominant biomedical approach, which fragments healthcare. This technical model has led to the dehumanization of care, ignoring emotional, social, and cultural dimensions, and generating dissatisfaction among patients and professionals.Methods: descriptive case study, which analyzes the pre- and post-intervention learning outcomes of a humanization curricular line, evaluating the relevance of competencies and subcompetencies for humanization in healthcare through a descriptor matrix.Results: between 2017 and 2024, the humanization curricular line showed a significant change in the addressed competencies. The relational competence became predominant, increasing from 41% to 48% of the learning outcomes. Competencies such as ethics, emotional, spiritual, cultural, and management notably increased, while the scientific-technical competence decreased from 71% to 44%, becoming equivalent to the others.Conclusions: the incorporation of competencies for humanization in the health education curriculum reflects a more integral and human-centered approach, integrating relational, ethical, cultural, emotional, and spiritual competencies. This is essential for training professionals capable of providing inclusive and holistic care that addresses the complex multidimensional needs of users

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