Objective: To explore the educational methods used in the cancer training of undergraduate students in health sciences. Design: Integrative review with a systematic methodology was performed to obtain a comprehensive picture of the variety of educational methods used in cancer training. Data sources: A search was performed in the PubMed, CINAHL, PsycINFO and Cochrane databases for the period 2008¿2020. Review methods: The Critical Appraisal Skills Program (CASP) was used to assess the quality of included studies. Three reviewers extracted data and did quality appraisal. Results: A total of 40 articles referring to cancer training in medicine and nursing were included in the review; no articles referring to other health disciplines were found. The main educational methods used were expository methods, case studies, exercises and problems, problem-based learning, learning contracts and project-oriented learning. Conclusion: This review shows the need to combine educational methods so that health sciences students acquire competency (knowledge, skill, attitude) for comprehensive cancer care. There is a gap in the training of un-dergraduate nursing students to provide person/family centered care in oncology. To improve the training and professional practice of future health professionals, interprofessional education and the involvement of people with cancer in simulation education are recommended.