Background:

teaching guides facilitate the teaching-learning process and allow the student's cognitive independence.

Objective:

to describe the design of teaching guides for the practical class in the subject Introduction to the Clinic of the second year of the Medicine degree.

Methods:

a qualitative study was carried out at the Faculty of Medical Sciences of Manzanillo in the Granma province during the 2020-2021 academic year. Theoretical methods were used: analysis-synthesis and induction-deduction, systemic-structural; and empirical ones: documentary review and assessment by expert criteria.

Results:

eight teaching guides were designed for the practical class in the subject Introduction to the Clinic, structured in objectives, skills, contents, self-assessment questions and bibliography, in order to organize and facilitate the student's independent work.

Conclusions:

they were considered accurate, viable and feasible to be applied by the experts who took into account their theoretical and organizational foundations. They are relevant when enhancing the teaching-learning process of the subject.

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