Introduction:

The National Curricular Guidelines (DCN) for Undergraduate Medicine recommend that graduates should be empathetic and humanized, critical and reflective, with their training linked to the needs of society, centered on the person, the family and the community.

Objective:

This narrative literature review study focused on verifying the strategies used in the teaching-learning process of the Person-Centered Clinical Method (PCCM) in undergraduate medical courses.

Method:

We used scientific productions available in the SciELO, LILACS and PubMed/MedLine databases, which were selected for convenience and relevance in the areas that address the topic of this study, from 1990 to 2021. Legislation and publications found on government websites and in the gray literature via Google Scholar (2002-2018) were also used, as well as books from private collections (2010-2017).

Results:

It was evident that it is essential to incorporate the teaching of the PCCM, which articulates aspects of communication, power in the doctor-patient relationship, professionalism, centered on patient autonomy. The PCCM incorporates integrative skills, such as communication, valuing the bond and a good doctor-patient relationship, awareness of the humanistic aspects of care, as well as guidance and agreement skills. Because of its complexity, the PCCM requires a multiplicity of methods in the teaching-learning process, with an emphasis on active methodologies, the teaching of humanities in health and application in real practice, longitudinally in the curriculum.

Conclusion:

The teaching of PCCM is therefore central to the construction of a humanized, person-centred health professional. It is essential that the teaching of PCCM be included in undergraduate medical curricula in a systematic and longitudinal way, with expanded use of methodologies for the construction of competencies related to person-centered care.

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