Introduction:

The teaching-learning process carried out via on-the-job training should be based on current, relevant didactic principles, so that professionals are trained who can face up to new situations and problems applying scientific methods.

Objective:

Characterize the two didactic moments suitable for developing research skills via on-the-job training.

Methods:

A qualitative study was conducted of the Medicine major during its clinical cycle at Lidia Doce Sánchez Medical Sciences Branch School in Sagua la Grande in the period 2014-2016. The study population was 160 third-to-fifth-year medical students (clinical cycle). The sample was selected by purposive stratified sampling and was finally made up of 44 students. Additionally, sixth-year students were selected by simple random sampling. Teachers and tutors were chosen by purposive non-probability sampling. All faculty managers and methodologists went through the selection process. Data collection was based on document analysis, teacher surveys, student surveys, observation of on-the-job activities, and interviews with managers and methodologists.

Results:

The teaching-learning process conducted via on-the-job training in the major of Medicine in the various primary and secondary training environments, contributed to develop students' research skills. The process should be performed at two main didactic moments: preparation for conduct and process conduct. Research as the cornerstone of the teaching-learning process was conceived of as taking place at these two didactic moments, which were designed bearing in mind the health problems affecting the individual, the family, the community and the environment.

Conclusions:

The two didactic moments occurring during on-the-job training contributed to develop research skills, fostering the acquisition of professional behavior modes related to the clinical and epidemiological methods.

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