Abstract

Introduction: The strategies selected for health training are essential aspects of the change in the educational paradigm; the resulting interaction affects the achievement of professional reasoning skills that have social responsibility. Objective: To reveal aspects related to the status of the methodological renewal and the evaluation for the development of professional professional reasoning skills in kinesiology/physiotherapy students. Method: Qualitative descriptive study based on Strauss and Corbin’s grounded theory, carried out with 28 students from 4 accredited kinesiology/physiotherapy schools, who were for selected through accessibility sampling, and who participated in focus groups after signing informed consent. Whose experiences and stories were recorded, transcribed and reduced. The data were analyzed by open and axial coding through the Atlas.ti 7.0® program. Results: Two axial phenomena emerge from the data: a) the imbalance of the methodological renewal process that is linked to the students’ perception and b) the maladjustment of the training process that are related to the consequences on learning reasoning. Discussion: It is evident that students recognize weaknesses derived from the implementation of methodological renewal and evaluation that affect their learning, however, they do not always recognize that they also have a passive culture. Conclusion: This dysfunction can impact the acquisition of fundamental skills for professional practice which could be depending on the type of institution in which they are studying, given the models adopted to develop reasoning skills