The development of interviewing skill in the teaching-learning process of the subject Health Promotion: systematization

Abstract

The teaching-learning process of the Health Promotion subject in Medical School demands pedagogical approaches capable of articulating theory with clinical and interactive performance from the initial cycles. Within this formative framework, the family and community medical interview constitutes the fundamental operational tool of the clinical-epidemiological method in Primary Health Care. The objective was aimed at systematizing the theoretical, methodological, and historical-didactic foundations that support the process of training the ability to interview individuals and families in the undergraduate Medical program in Cuba. The main methods were at the theoretical level, such as analytical-synthetic, inductive-deductive, and historical-logical, complemented by a literature review and document analysis of curricular study plans, international medical education guidelines, and indexed scientific literature. As results, it was determined that the development of the interviewing skill evolved an integrated and student-centered curricular design, where education at work and early clinical simulation acted as essential drivers. Likewise, the invariants of core communicative skills (expressing, observing, listening, and empathizing) were identified, alongside the relevance of structuring the didactic action through stages of orientation, assimilation, and systematization within the real scenarios of community care. As conclusions, the scientific training of the interviewing skill is consolidated as a pedagogical and practical construct indissoluble from the clinical method in Cuba. Its progressive and gradual acquisition during undergraduate studies guarantees that future general practitioners respond in a humanized, pertinent, and ethically rigorous manner to the complex health demands of contemporary society.