Editoriale

Abstract

In recent years, university education in the medical-health field has undergone profound rethinking: technical-scientific competence alone is no longer sufficient, and it is necessary to integrate pedagogical and humanistic knowledge to build a professionalism centered on the person and the quality of care. Medical Pedagogy thus emerges as a key field for combining clinical skills with relational, ethical, communicative, and narrative dimensions, in line with the biopsychosocial model and Narrative Medicine.

Care is therefore understood as a formative process requiring listening, empathy, responsibility, and professional reflexivity. This perspective implies a revision of university curricula from an interdisciplinary standpoint and the structural inclusion of communication skills, also supported by innovative methodologies such as simulation. Recent models of competency-based education and formative assessment further reinforce this approach, consistent with current health policies aimed at personalization and proximity in care.

The journal therefore invites theoretical, empirical, and applied contributions on the role of pedagogy and the medical humanities in university education in the medical-health field.