In the context of medical professional training, motivational interviewing is increasingly approached from a pedagogical perspective, as an active method for the development of patient-centered communication skills. From this perspective, it is argued that the skills needed for effective and empathic communication are not innate traits, but can be developed through a structured, coherent and sustained educational approach. Motivational interviewing thus becomes a valuable pedagogical content, combining cognitive (understanding the process of change), socio-emotional (cultivating empathy) and practical (application in simulated contexts) aspects. The related didactic model involves active and experiential learning methods: learning through simulation, role-play, personal reflection and formative feedback. These approaches favor the construction of a professional and ethical attitude in the doctor-patient relationship, by encouraging the patient's decision-making autonomy and respect for his/her pace of change. From a pedagogical perspective, motivational interviewing contributes to the formation of a culture of communication based on respect and cooperation, becoming an essential component of the modern medical training curriculum and an indicator of the quality of the health education process.