Abstract

With the growing access to higher education, the university population has become increasingly heterogeneous. This situation has forced educational institutions to rethink their work. Health schools, specifically, must not only ensure the acquisition of technical-professional competencies, but also promote comprehensive training in students in this area. Aim: To understand the diversity in health students and the institutional implications for educational training. Method: Qualitative study, based on Grounded Theory. Group interviews and semi-structured interviews were conducted with 11 teachers and 25 students of health careers. An analysis was performed through constant comparison method up to axial coding level, using Atlasti 7.5.2. Results: A central phenomenon emerges around the institution's valuation of diversity, which should have didactic and curricular adaptations, as well as the necessary accompaniments for them. Discussion: Institutions must guarantee access, full participation, and meaningful learning for all their students. To this end, a culture that values diversity and translates into institutional policies.