Tendencias históricas del proceso de enseñanza-aprendizaje del método clínico en asignaturas clínico-quirúrgicas de la carrera de Medicina en Cuba

<jats:p>Background: The teaching-learning process of the clinical method in clinical-surgical subjects has undergone curricular transformations driven by techno-scientific development and social demands, requiring an analysis of its evolution in Cuba. The objective of this research is to determine the historical trends of this process in the medical undergraduate curriculum in Cuba. Method: A historical pedagogical study was conducted at the University Of Medical Sciences of Ciego De Ávila (2020-2026). Using theoretical methods, documentary analysis, and source triangulation, three indicators were qualitatively evaluated: content systematization, intra and interdisciplinary integration, and application of technological potential/professional performance. Results: The year 1969 was established as a trend turning point, and four developmental stages were characterized: first (1969-1984), focused on technical-corroborative reform; second (1985-1998), oriented toward performance levels and marked by the onset of the clinical method crisis; third (1999-2015), reoriented toward primary healthcare and the institutional rescue of clinics; and fourth (2016-present), characterized by the consolidation of General Medicine as the main integrative discipline and the inclusion of quaternary prevention in Curricula D and E. Conclusions: Historical trends show a shift from a fragmented, in-hospital training toward an integrated and decentralized model. Although contemporary curricular designs promote the rational use of technology, real integration in educational practice remains dependent on effective methodological work, demanding a professional performance that subordinates techno-scientific advances to humanistic clinical judgment.</jats:p>