Introduction:

To guarantee, for the university professor, competences that favor the management of the teaching process in subjects, disciplines or majors is an indispensable requirement to develop a quality teaching.

Objective:

To diagnose the professors’ competences for the management of the teaching process in the medical major at Universidad de Ciencias Médicas de Holguín.

Methods:

A descriptive study was carried out in the period from September 2021 to February 2022, with the aim of diagnosing the professors’ competences. The scenarios were the provincial hospitals, the areas of primary healthcare of Holguin Municipality, and the School of Medical Sciences. The position index and average value of indicators, components and dimensions were determined. The applied theoretical methods were the historical-logical, analysis and synthesis, and induction-deduction; while the applied empirical method was the questionnaire to professors.

Results:

The attitudinal dimension showed an average mean value in the capacity to identify innovation opportunities. In the cognitive dimension, the indicators showed average values, except in the mastery of documents, knowledge of didactics and the development of team activities. In the procedural dimension, the values were average in capacity to plan, organize, guide, conduct and evaluate the scientific-methodological work, as well as to direct the teaching planning, elaborate reports of methodological activities, and the execution and analysis of activities of the methodological work plan.

Conclusions:

The cognitive and procedural dimensions require attention to raise the quality of teaching, a fact expressed through difficulties perceived by professors, with respect to the competences of teaching preparation, management methods and methodological work.

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