Abstract:

Introduction
The Bologna Process, name given to the recent teaching reform, has created a revolution in university society. Examples include the disappearance of the lecture for a permanent learning process, the incorporation of new educational trends that increase student motivation, the European Credit Transfer System, the organization of teaching and its contents according to competences which, after legislative definition, will allow future professionals to perform recognized actions.

Objectives
Given the description of competences in the future undergraduate degree modules, we propose:
a) To quantify the quality aspects of the teaching of the course stays Clinical Resiency II, of the third year of the Diploma in Physiotherapy.
b) Iearn which skills are acquired taught in current teaching, as perceived by students and teachers as well as the degree to which they are taught-learned.
c) Identify weaknesses in the teaching-learning process as a tool to modify your approach in a direction that allows the acquisition of jurisdiction in the first degree.

Material and Methods
Material: The White Paper, curricula Spanish-European universities, professional reports, documentation fees belonging to the University Miguel Hernandez and legislation which defines the competencies to be acquired in the module SUPERVISED PRACTICE. (Law 44/2003; ORDER CIN/2135 and Royal Decree 1393/2007)
Methods: A descriptive statistical survey valued by teachers and students. A total of 16 items, in blocks: on the organization of the course, about the teaching ability of teachers and pupil attitude, regarding the professional skills and attitude, according to the White Paper should be taught learned.

Results
Sample composed of 41 professors 37.7 +- 9.91 years (min. 22-max. 58) and 76 students 23.4 +- 5.36 years (min. 20-max. 47). Analyzed with statistics PASW 18. To detect significant differences (p <0.05 ) between the values of both groups using the test of association of qualitative variables chi-square, in relation to:
a) The importance given to each student and teacher competence in clinical training.
b) The level in which students feel they have been trained in each competence compared with the level at which teachers believe that students have been taught.
The results are shown in a double entry table where the above aspects and their level of statistical significance are valued.

• In relation to the question "In my opinion, the competence xxx has a significance level …” we found significant differences between student-teachers in the following competencies: CP4, CP7, CP10, CP12.
• In relation to the question "In my opinion, the degree to which I think I've learned-acquired the competence xxx is ..." we found significant differences between student-teachers in the following competencies: CP1, CP4, CP7, CP9.

Conclusions
The current state of knowledge, from completely different approaches teacher-student, offers a very valuable information which along with the right tools to treat this information will analyze the negative aspects and identify variables associated with these results to identify gaps that students identified as principal in the acquisition of skills and develop improvement strategies that enable learning.

Keywords:

Physiotherapy, clinical practice, assessment, learning.