Introduction:

Communication has been defined as a key element and cross-sectional pivot of medical curricula worldwide. Also, in the training process of the medical student, the effect of professorial role models is recognized as a key factor.

Objective:

To review, conceptually, the role model in association with to the communicative curriculum, as well as its influence on the teaching and learning process of medical students.

Methods:

A systematic bibliographic review was carried out of scientific articles available in the databases EbscoHost and PubMed, as well as medical education texts, taking into account the keywords validated on the Health Sciences Descriptors (DeCS).

Results:

We presented the definition and importance of the role model, as well as the professor’s identity, characteristics and pedagogical capacities. Concepts such as positive role model and antimodel were also exposed. We also showed the context in which the teaching role was developed based on the communication experience, as well as the settings, moments and ways by which the students’ communication capacities, competences and abilities were achieved, which showed that learning through the professorial model was essential.

Conclusions:

It is necessary to promote professorial training processes as means to redefine the significance of role models in the student's communicative practice. The role model and its influence on the development of communication skills and professionalism constitute a perspective for research in medical education.