Preparación metodológica del profesor universitario: una necesidad en las ciencias de la salud

Introduction: The pedagogical training of new professionals is essential for teaching practice, making the ongoing development of university professors a priority area for higher education institutions. Objective: To present the theoretical foundations that demonstrate the importance of methodological preparation for university professors in medical science degree programs. Methods: A literature review was conducted of original and review articles published between 2020 and 2025 in Spanish, Portuguese, and English languages, in journals indexed in Scopus, SciELO, and Google Scholar. The keywords used were: university professor, methodological preparation, teaching-learning, and methodological work. 67 publications were analyzed, and 28 were selected for their relevance, rigor, and significance. Development: Methodological work lacks a consolidated conceptualization, but research agrees on its orientation towards teacher development to optimize the teaching-learning process. Emphasis is placed on the need for a faculty prepared in pedagogical sciences, capable of guaranteeing efficiency and quality in the training of health professionals. Methodological preparation should integrate contemporary trends in Pedagogy, ensuring that educational practice responds to the demands of higher education and the challenges of professional training. The continuous evaluation of teachers' didactic competencies and their formative impact is also highlighted. Conclusions: The reviewed theoretical foundations confirm that the methodological preparation of university professors constitutes a strategic necessity in medical universities, as it guarantees academic excellence, a humanistic focus, and innovation capacity in future health professionals.