Introduction:

Medicine is an area of knowledge directly related to and influenced by human relationships. Medical practice requires not only technical knowledge but also skills that enable one to properly apply techniques for the recovery and promotion of an individual’s health. The current Brazilian National Curricular Guidelines (DCN) outline the essential skills for medical training, which extend beyond the technical field. According to the DCN, undergraduate medical training should be based on a generalist, humanistic, critical, reflective and ethical formation. In view of this, the aim of this review was to identify teaching-learning strategies used to achieve these psychosocial competences in undergraduate medical training.

Method:

A systematic review of articles that present pedagogical interventions and/or methods used to teach the necessary competences for a generalist, humanistic, critical, reflexive and ethical medical training at undergraduate level. The selected studies were synthesized and analysed using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system.

Results:

The research strategy initially resulted in 98 eligible articles, of which, after a second evaluation, 11 primary articles were selected. The articles were initially grouped by the competence in relation to which they were researched and reorganized according to the conceptual criterion by which they were framed. Thus, of the 11 articles selected with the search strategy, six articles were classified as addressing humanist formation, two critical formation, two reflective formation and one ethical formation.

Conclusion:

The studies reviewed show that important dimensions of medical education, often disregarded during undergraduate training, can be approached in a systematic way and with validated pedagogical methods. These effective teaching-learning methods provide the medical student with fundamental skills that may have previously been part of the hidden curriculum. Incorporating such competencies into a formal curriculum allows for their evaluation and for improvement in the quality of medical training, thus leading to the adoption of attitudes key to success in the medical profession.

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