Introduction:

The twenty-first century has brought significant advances in higher education, especially in health sciences, which has prompted changes in teacher education to ensure quality health care and respond to the demands of the sector. However, there is a paucity of systematic and comparative research on the specific competencies needed for these teachers.

Objective:

To identify graduate programs in health sciences teaching in Latin America, in order to identify the specific competencies of these programs, and to present a suitable profile for the teaching staff.

Methods:

A comparative methodology was used, which analyzed 14 graduate programs in health sciences teaching. Data were collected from official and academic sources, and analytical techniques and literature reviews were applied to contextualize the findings.

Results:

Four specific key competencies for health sciences teachers were identified: 1) Effective teaching and communication, 2) Curriculum planning and quality assurance, 3) Promotion of research and knowledge generation, and 4) Integration and adaptation to the digital era.

Conclusions:

The identification of postgraduate programs in health sciences teaching in Latin America with face-to-face, blended and virtual modalities, with a maximum duration of two years, made it possible to propose an ideal profile in specific teaching competencies.

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