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The learning evaluation is one of the main topics in educational theories, particularly in the health area. At present, the focus is on the central role of the students as constructors of their own teaching and learning process. The aim of this study was to understand the apprehension of the learning process of the Integrative Seminar from the point of view of teachers and students. A sequential exploratory research with a mixed approach was designed, with a first phase of qualitative analysis, followed by a second phase of quantitative analysis. Six teachers of the Integrative Seminar subject participated in the semi-structured interview, and sequentially approved five questions that were applied to 230 students through a questionnaire. From the teacher’s interviews, four themes emerged: a) difficulty in the teaching and learning process; b) non-standardized evaluation methodology; c) teacher’s autonomy, and d) interdisciplinarity. The students answered five closed questions using Likert-type scale responses, and 75% disagreed that the Integrative Seminar had a unique instrument of evaluation; 79% agreed that the teacher uses several methods of evaluation, and this process becomes more objective and reliable; 72% of the students believe that they are actively involved in the evaluation process; 58% agreed, 28% disagreed that the teacher evaluates the subject easily because the teaching-learning process is adequate; 96% of the students agreed that during the Integrative Seminar they brought knowledge from other subjects. The results suggest that in this subject, teachers seek to program strategies with pedagogical tools, allowing students to develop participative, integrated and critical competences. The teacher tries to fulfill his / her role as a mediator of knowledge, stimulating the student to have the ability to build logical reasoning, and to actively participate in the teaching-learning process.

Integrative Seminar: Learning Evaluation from the Teachers’ and Students’ Perspectives