A quarterly publication of AQU Catalunya
With the Catalan population having grown by 32% over the last 25 years – and with 20% of citizens now aged 65 or older – the healthcare system is facing a rise in chronic conditions and comorbidities.
The Agència per a la Qualitat del Sistema Universitari de Catalunya (AQU) has published the Subject benchmark statement: Medicine, a strategic framework designed to guide the development of Medicine degree curricula in Catalan faculties. This initiative, presented in February 2026 to the Institutional and Programme Review Commission (CAIP), falls under the QUALINS Framework and addresses the need to update medical training in light of the demographic, technological and social changes the country is experiencing.
Medical practice has evolved drastically since the last regulation of training programmes in 2008. With the Catalan population having grown by 32 % over the last 25 years – and with 20 % of citizens now aged 65 or older – the healthcare system is facing a rise in chronic conditions and comorbidities. Furthermore, the emergence of artificial intelligence, big data and telemedicine compels universities to train professionals capable of navigating highly technological environments without losing the essence of the doctor-patient relationship.
Some of these elements were already highlighted in the conclusions of the Professional Dialogue Forum (FDP) organised by the Department of Health in 2019. This forum, which involved 71 sector organisations (including AQU Catalunya), identified 17 key challenges for the Catalan healthcare system, which are now fully integrated into this new Subject benchmark statement.
Among these elements, the urgent need to strengthen transferable skills stands out. Although medical studies in Catalonia are among the most in-demand degree programmes – characterised by very high admission cut-off scores and a predominantly female student body (69% of those enrolled) – the FDP, the Department of Health and major employers had all identified deficiencies in non-technical or non-disciplinary areas. The new benchmark addresses this challenge by incorporating competencies such as collaborative work, autonomy, decision-making, change management, digital awareness, communication, empathy and humanistic values, across the curriculum.
One of the most notable features of the subject benchmark statement for Medicine is the adoption of the internationally recognised CanMEDS competency framework. This model defines the physician not merely as a medical expert, but as someone who must also act as a communicator, collaborator, leader, health advocate, scholar and professional.
The goal is for graduates – who attain a university master's level (Level 3) after six years and 360 ECTS credits – not only to master the basic sciences but also to be able to work in multidisciplinary teams, manage resources efficiently and maintain empathetic relationships with patients.
The reference framework advocates for education based on learning outcomes, focusing on what the student is capable of doing upon completion of their studies. In this regard, Entrustable Professional Activities (EPAs) are introduced; these translate abstract competencies into concrete clinical tasks that students can perform under supervision, such as taking a patient's medical history or admitting a patient.
With regard to assessment, the document reaffirms, among other methods, the use of the Objective Structured Clinical Examination (OSCE). This method, already widely adopted by Catalan universities, allows for the measurement of clinical skills through stations featuring simulated patients or mannequins, ensuring an assessment that more closely reflects professional reality.
The reference framework also incorporates data on the employment context of graduates, drawing from the 2023 AQU study on graduate employment outcomes. Although 98% of medical graduates are employed – with nearly all working in roles specific to their degree – the system faces the challenge of improving the transition to the MIR (specialist training) programme. Many experts criticise the speciality entrance exam for being overly theoretical, arguing that this can shift the focus away from the practical competencies acquired during medical school. In this regard, the proposal put forward by AQU Catalunya – through its reference framework – can help facilitate this transition by reinforcing the transferable skills essential for medical practice.
Ultimately, the Subject benchmark statement for Medicine aims to serve as a useful tool that enables university institutions to adapt to a more diverse and complex society, while also ensuring that future physicians are prepared for continuous learning throughout their professional careers.
