Background:

the didactic guides are a resource for learning through which the actions of the teacher and the students within the teaching process are specified.

Objective:

to assess the experience of the implementation of the didactic guides from the perspective of the actors of the teaching process.

Methods:

a descriptive research with a qualitative approach was carried out at Villa Clara University of Medical Sciences, from September 2017 to February 2018. Theoretical methods were used: analysis-synthesis and induction-deduction; and empirical ones: the documentary review, survey in the form of questionnaire to students and the technique of focal group.

Results:

the elaboration of the didactic guides constituted a challenge to achieve the appropriate teaching tasks to meet the needs of the students' training, the design used was accepted, the majority of the students considered their employment profitable, their implementation was accompanied by methodological actions of the subject staff.

Conclusions:

the use of the didactic guides in Introduction to Comprehensive General Medicine was valued as positive; it was a useful experience, subject to improvement by the actors of the teaching process.

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