Systematization of the Socio-Humanistic Training of Educational Work in Higher Medical Education
Keywords:
medical education; humanism; educational workAbstract
Introduction: In medical universities, educational work is oriented towards humanism and an ethical outlook among health students and professionals. The objective was to analyze available evidence regarding socio-humanistic training linked to educational and formative work in higher medical education.
Method: A systematic review of socio-humanistic training in higher medical education was conducted following the PRISMA statement protocol between January and June 2026. The search was carried out using the Latindex, Scopus, SciELO, and Dialnet databases. One hundred sources were analyzed, and 11 articles from the last five years were selected. This research is part of the project "Improvement of educational work in various settings for health students," sponsored by the Center for the Development of Social and Humanistic Sciences in Health.
Results: Pedagogical strategies, models, and educational interventions promoting socio-humanistic training in higher medical education were identified. Theoretical gaps or underexplored areas regarding the relevance of socio-humanistic training in medical education were found, alongside practical experiences in educational and formative work that integrate the socio-humanistic dimension.
Discussion: Empathy is addressed as an essential dimension of humanism. The focus is on developing emotional competencies and humanizing the teaching-learning process—both in the classroom and in medical practice settings—to balance technical knowledge with ethical, emotional, and social values.
Downloads
References
1. Horruitiner Silva P. La Formación de Profesionales en la Educación Superior Cubana.Rev Ped Univ [Internet]. 1997 [citado 10/6/2026];2(3).
Disponible en: http://cvi.mes.edu.cu/peduniv/index.php/peduniv/article/view/120/119
2. Lafurié Ochoa Y, Garrido Lena L, Figueredo Llera R, Cossio Figueroa RN, Francisco Gozález J, Rodríguez Flores M. et al.El trabajo educativo y la extensión universitaria en las ciencias médicas. Manual metodológico. La Habana: Editorial Ciencias Médicas; 2009.
3. Ministerio de Educación Superior. Resolución Ministerial 47/2022. Reglamento organizativo del proceso docente y de dirección del trabajo docente y metodológico para las carreras universitarias. La Habana: Ministerio de Justicia;2022.
4. Salas Perea RS, Salas Mainegra A. Modelo formativo del médico cubano. Bases teóricas y metodológicas. La Habana: Ecimed;2017
5. Navarro Vargas JR. Humanización en educación en salud. Med[Internet]. 2025 [citado 10/6/2026]; 47(3):409-415. Disponible en: https://doi.org/10.56050/RM-47-3-12
6. González OM. La pedagogía del amor como fundamento de una educación humanista en la formación médica especializada. Revista Qualitas[Internet]. 2025[citado 10/6/2026]; 30(30): 034-050. Disponible en: https://doi.org/10.55867/qual30.03
7. Page MJ, McKenzie JE, Bossuyt PM, Isabelle Boutron I, Hoffmann TC, Mulrow CD, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ. [Internet]. 2021[cited 19/6/2026]; 372(71). Available in: https://doi:10.1136/bmj.n71
8. Calvo Valera C, Orozco González C. Humanizar la Medicina en la universidad. N punto[Internet].2025 [citado 10/6/2026]; VIII(82): 117-123.
9. Gaibor Mendoza HE, Gaibor Mendoza NM, Idrovo Castro KJ. El humanismo en la práctica médica. RECIAMUC [Internet].2024[citado 10/6/2026];8(2): 23-31.
Disponible en: https://reciamuc.com/index.php/RECIAMUC/article/view/1343
10. Cedeño-Díaz ZL, Fuentes-González HC, Deroncele-Acosta A. Dinámica interactiva del autodesarrollo personal-profesional en la formación socio-humanista del estudiante de medicina. REMS.2021;35(3):1-19.
Disponible en: https://ems.sld.cu/index.php/ems/article/view/2313
11. Pedott Mezzalira D, Ferreira AC, Andrade GH, Arruda Teo CRP y Mattia. A humanização na educação médica no Brasil. Research, Society and Development [Internet].2022[citado 10/06/2026]; 11(1). Disponível em: http://dx.doi.org/10.33448/rsd-v11i1.25337
12. Galarza López J, Borroto Cruz ER, Díaz Contino CG. Las competencias emocionales en la formación médica: una revisión sistemática. REMS [Internet].2023[citado 10/6/2026]; 37(3). Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412023000300009&lng=es.
13. Silva-Vera FR, Sánchez-Chero MJ. Modelo de evaluación de formación humanista con competencias académicas para la modalidad virtual. EPISTEME KOINONIA[Internet].2024[citado 10/06/2026]; VII(13).
Disponible en: https://doi.org/10.35381/e.k.v7i13.3283
14. Radu-Mihai D. The role of humanism in medical practice and medical education – A narrative review and bibliometric analysis. Journal of Educational Sciences[Internet].2025[cited10/06/2026];1(51).
Available from: DOI: 10.35923/JES.2025.1.05
15. Perdomo Castillo K, Pino Sera Y, Acosta Mir A, Ramírez Rodríguez FM, González Cruz A. Estrategia para la formación socio-humanista de los estudiantes de Medicina del Hospital Militar de Holguín. REDEL[Internet]. 2025 [citado 10/06/2026];9(3).
Disponible en: https://revistas.udg.co.cu/index.php/redel/article/view/5591
16. Rao S. The Humanity Gap in Medicine: Why Teaching Compassion Fails Without Living It. INNOVAPATH[Internet]. 2026[cited 10/06/2026];2(1).
Available from: https://doi.org/10.63501/dd20d548
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Yunexis Teresa Nobalbo Aguilera , Alberto Ramón Bujardón Mendoza, Gicelli Camps Menéndez, Noris Lugo Martín, Yeni Yera Nieves
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The authors of this journal agree to the following terms:
a) They retain their copyright and grant the journal the right of first publication of their work, which is subject to the Creative Commons Attribution License. This license includes the following terms: Attribution (give appropriate credit to the work, provide a link to the license, and indicate if changes were made); Non-commercial (you may not use the material for commercial purposes); and Share-Alike (you may remix, transform, or build upon this work). The content may be shared, copied, and redistributed in any medium or format.
b) Authors may enter into other non-exclusive licensing agreements for distribution of the published version of their work, provided that the initial publication in this journal is acknowledged.
