Introduction:

the teaching-learning process of the Comprehensive Family Care II subject underwent transformations in the different study plans through which the stomatology career passed.

Objective:

to illustrate the historical evolution of the Comprehensive Family Care II course in stomatology, through problem teaching and education at work as a way of acquiring and developing modes of action in fourth-year students.

Methods:

during the 2018-2019 academic year, at the Faculty of Stomatology of Granma an educational research with a historical approach was carried out on the subject, using historical-logical, induction-deduction and analytical-synthetic as theoretical methods.

Results:

the regularities and trends were determined through the factual diagnosis and the different stages declared in the historical evolution of the teaching-learning process in this subject.

Conclusions:

there is variability in the use of the method and in the way of teaching from the object of the profession, with insufficient theoretical-practical systematization according to study plans, which maintains the traditionalist nature of the teaching-learning process and limits professional performance independent in the future stomatologist.

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