Good global education values cultural diversity, sharing of essential views and encourages regional development, believing that it is possible to understand humans as global citizens, who can contribute to a more peaceful, just and sustainable world, without discarding their nationality. The construction of a global medical curriculum is still challenging. The aim of this set of twelve tips is to present conceptual aspects, opinions, and suggestions regarding points of essentiality and convergence in a context of Medical Competencies, EPAs, and Milestones. Based on the literature and empirical observations, we present 12 tips on medical education issues: professional identity; mobility; digital culture; educational objectives; definition of competency-based medical education; implement CBME; assessment; understanding the EPAs; designing EPAs; milestones; faculty development; and artificial intelligence. The strategic points of a learning-teaching-assessment process at CBME are real and significant educational objectives; clear and well-defined competencies; EPAs planned for learning and assessment in all subjects, from the beginning of the school; and milestones as references of complexity and structured by levels. The CBME as a new and positive paradigm needs to invest heavily in faculty development and the assessment system.
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