Expansão do ensino médico e desempenho insatisfatório no ENAMED 2025: análise correlacional de 107 cursos com conceitos 1 e 2

Abstract

INTRODUCTION: The accelerated expansion of medical undergraduate programs in Brazil, driven by Law No. 12,871/2013, raises debates about maintaining pedagogical and structural quality. The National Examination of Medical Student Performance (Exame Nacional de Desempenho dos Estudantes de Medicina – ENAMED) 2025 emerges as a critical indicator to evaluate this trajectory. OBJECTIVE: To correlate institutional maturity, teaching methods, and practice scenarios with the unsatisfactory performance of 107 medical courses in the ENAMED 2025. MATERIALS AND METHODS: A cross-sectional and descriptive study was conducted with 107 medical schools (Concepts 1 and 2). Data from the e-MEC system (Higher Education regulatory system) and reports from the National Institute for Educational Studies and Research (Instituto Nacional de Estudos e Pesquisas – INEP) were used, analyzing variables such as year of foundation, legal nature, and pedagogical methods (Traditional, Problem-Based Learning [PBL], or Hybrid). Spearman's coefficient was applied for correlational analysis. RESULTS: Of the institutions evaluated, 65% were founded after 2013, and 72.9% belong to the private sector. It was observed that the PBL method is present in 71% of courses with low grades. Federal universities accounted for 16.8% of unsatisfactory results, concentrated in campuses located in the interior of the country. CONCLUSION: The adoption of active methodologies, isolated from institutional maturity and solid preceptorship in primary care, does not ensure the quality of teaching. Greater regulatory rigor from the Ministry of Education (Ministério da Educação - MEC) is recommended in the evaluation of teaching-service integration and the local health network.