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Background Health education plays a fundamental role in the formation of critical and reflective health professionals, preparing them to transcend theories and experience challenging practices. For the educator, it is unique to guide the way that can transform a gap in the undergraduate medical education into a possibility of positive action. It was in this sense that the health communication training was developed, supported by theory of neurolinguistics and techniques of emotional intelligence. Teachers of the Communication, Leadership and Management Skills (speech therapist, psychologist, nurse, doctor, dentist) programmed a training to work with students, all from the second year of the undergraduate medical course, to stimulate verbal communication. and nonverbal. Six experiential activities were used in the classroom, detailing: Activity 1 - Assertive Communication;. Activity 2 - Consensus Groups. Activity 3 - Nonverbal Communication. Activity 4 - Body Shapes. Activity 5 - Perception of the Other. Objective This qualitative descriptive study aimed to report the experience of a trainning on the topic of health communication held in an institution of the public higher education system in Brazil with the purpose of promoting innovation in the education of medical students. Results Faced with activities like this, we realize that students go through a process of breaking paradigms, which significantly influences their way of thinking. Initial training should provide adequate support to students from the perspective of the knowledge spiral. From the generalist content, with the evolution of the undergraduate years, the student perfects and deepens his reflections, in a continuous process of meanings. Conclusions The training of verbal and nonverbal communication with medical students satisfactorily developed skills in personal interaction, behavioral, empathy, self-perception. Key messages This work represents a breakthrough in the field of health education towards producing technology for health professionals. Among the challenges of the 21st century is the use of new teaching methodologies that address the demands of world health problems.