Background:

the Study Plan E of the Medicine career promotes changes in the evaluation by incorporating the use of the portfolio.

Objective:

to assess the use of the evaluation guide for the activity of in-service training in the portfolio, from the perspective of students and teachers.

Methods:

an educational research with a qualitative approach was carried out at Villa Clara Medical Sciences University, from 2019 to 2020, at the end of the Introduction to Comprehensive General Medicine subject. Theoretical methods were used for the foundation of the research, and empirical ones that contributed to obtaining the necessary information.

Results:

for the students it turned out to be a novel form of evaluation that requires time and laboriousness. They did not recognize its tribute to the teaching of the curricular strategies declared in the subject program. The teachers valued the use of the evaluation guide as useful, although they did not stimulate peer evaluation and missed the opportunities to implement the curricular strategies; they recognized the need for methodological preparation.

Conclusions:

the evaluation guide is a pertinent instrument that favors the personalized, participatory and integrating approach of the evaluation, but it requires training aimed at the student-teacher binomial.

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