Introduction:

the teaching-learning process demands educational actions aimed at achieving a pedagogical-developmental learning with students from the first-academic-year of medicine major.

Objective:

to design educational actions for a pedagogical developmental learning with medicine major students.

Methods:

a cross-sectional descriptive study was conducted during the period from June 2020 to November 2021. The population consisted of 40 first-academic-year medicine major students. Theoretical, systemic, historical-logical and analytical-synthetic methods were used, as well as empirical methods: documentary analysis and a questionnaire to students.

Results:

it was found through the results that in the teaching-learning process, students use features of rote learning, they admit not knowing how to identify the essence of contents and have difficulties in communication regarding how to learn.

Conclusions:

the need to use educational actions for the achievement of a pedagogical-developmental learning in students from the teaching-educational context was confirmed.

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