Introduction:

problem teaching is considered by many pedagogues as the most efficient way of proceeding that the teacher can adopt during the teaching-learning process. It is one of the learning models that develops the student's creative thinking.

Objective:

to analyze the methodological value of the problematic method in the formation of the Medicine student, as a necessity and not as an alternative in the teaching-learning process.

Methods:

A systematic bibliographic review was carried out to develop an analysis of the content of documents: doctoral theses, master's degrees, original and review articles published between 2007 and 2022 in Spanish. 25 articles were consulted and 20 were selected. The search was carried out in the SciELO and Google Scholar databases from December to February 2022. After identifying the pre-selected studies, the titles, abstracts and keywords were read. To check its relevance to the study.

Development:

assuming the problematic methods in the teaching of Medicine means appropriating productive and active methods, it constitutes a way to solve professional problems. It favors the process of autonomous and creative development of the student.

Conclusions:

in the formation of the medical student, the problem methods constitute a necessity, an effective way to achieve the development of logical thinking, they allow him to approach scientific research.

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