Background: The current challenges of Clinical Genetics include the integration into medical practice of the fundamental tools that constitute the diagnostic process, with the basic knowledge of the specialty. However, in training professionals, there is a tendency to prioritize the application of technology. Aim: To increase the knowledge that supports the application of the clinical method in residents of Clinical Genetics.Methods: A quasi-experimental study of longitudinal strategy, educational intervention type (before and after design) was carried out with 25 resident physicians of Clinical Genetics, who gave their consent to participate. Two equivalent instruments were applied, validated by expert criteria, which consisted of five forced choice questions, true and false type, where knowledge necessary for the diagnosis related to Medelian inheritance, congenital defects, molecular genetics, dysmorphic signs and diagnostic tools were explored. Mac Nemar's Chi-square was applied for dichotomous nominal qualitative variables in related or paired samples with a significance level of 0.05, in order to demonstrate the impact of the intervention on each of the evaluated topics. The educational intervention consisted of an interactive talk. Results: It was found that with the educational intervention the knowledge related to dysmorphic signs and diagnostic tools increased statistically significantly. Conclusion: The educational intervention raised the level of knowledge on the subject of dysmorphic signs, as well as on diagnostic tools
