Didactic strategies for the skill of explaining in medicine

Abstract

The ability to explain is fundamental for medical students at the University of Medical Sciences of Pinar del Río Ernesto Che Guevara, as it enables them to interact effectively with patients and other healthcare professionals. This work aims to propose didactic strategies to develop this skill in medical students, as well as identify the results and challenges associated with its implementation. A literature review of scientific articles on the topic was conducted, analyzing aspects such as the definition of the ability to explain, contents, methods, techniques, resources, evaluation, and the results obtained. In the reviewed articles, the ability to explain is defined as the capacity to convey relevant, precise, and understandable information, adapted to the receiver, with appropriate language and an empathetic attitude. The importance of using active and participatory methods is emphasized, allowing students to face real or simulated situations, fostering reflection on their performance. Feedback is recognized as an essential tool in the learning process, along with resources such as scripts, concept maps, and videos, which facilitate comprehension. Some difficulties are identified, such as lack of time, shortage of resources, heterogeneity of student groups, and lack of specific teacher training, which limits the objective and valid assessment of the skill.