THE TEACHING OF SPIRITUALITY IN MEDICAL SCHOOL: AN INTEGRATIVE REVIEW

Introduction: Spirituality is understood as the search for meaning and harmony, constituting a fundamental pillar of humanized care. Despite the recognition of its importance, a persistent gap remains in its integration into medical education, where faculty silence perpetuates a fragmented view of the patient. Objective: To analyze scientific evidence on the application of spirituality teaching in undergraduate medical education and its impact on students' confidence for clinical practice. Methods: An integrative literature review was conducted using MEDLINE and LILACS databases, covering publications from the last 5 years. The selection followed the PRISMA flow diagram recommendations, resulting in a final sample of 9 studies. Data were systematized in electronic spreadsheets and analyzed qualitatively. Results: It was evidenced that, although 100% of the literature validates the relevance of the theme, 78.3% of preceptors do not address it with students. This scenario is reflected in the insecurity of 33.3% of students who, despite possessing the theory, do not know how to apply it. The lack of practical training is alarming, reaching 95% of operational lack of knowledge in certain samples, as only two institutions offer real practical experience. Conclusion: Spirituality teaching is in a state of technical paralysis, where the hidden curriculum of faculty omission overrides official guidelines. There is an urgent need to transition toward practice-based teaching-learning strategies, aiming to comply with National Curriculum Guidelines and ensure care that transcends the traditional biomedical model.