Introduction:

Literature reports the importance of teaching how to teach. There are many studies that mention that medicine students do not receive formal instruction to develop their teaching skills. Teaching training helps students to be better communicators because education is an essential aspect inside the doctor-patient relationship.

Objectives:

To evaluate declarative and procedural development of third-grade students of the Bachelor’s degree in Medicine with a high academic performance, interested on surgery instruction that have taken the Instructor’s training workshop for Introduction to Surgery.

Method:

The workshop was given at the end of the second year of the Bachelor’s, during the in between period. It contained 42 theoretical hours and 54 practical, 9 thematic units and 16 practical were reviewed, 1 selection test was applied, just as 4 theoretical-practical tests.

Results:

During the 2012-2016 period, 225 students applied to assist to the workshop, 111 of them were selected to take it with a composition of 67 women (61%) and 44 men (39%); 78 of these students were awarded (45 women and 33 men) to become instructors of the subject.

Conclusions:

Students manifested that the workshop fulfils its objectives and expectations, brings them learning-teaching strategies that promote team work and feminization on the workshop is highlighted.

Future proposal/Prospective vision:

To design a complementary academic program for students interested on entering into the surgical residence, to apply an efficient-proved methodology as Pair Assisted Learning (PAL) that include a department-professor guidance with surgical practice and, to do a qualitative study with focus groups to dig into students perceptions based on their experience during the workshop.