Abstract
Objective: Describe the perception of resident physicians regarding the assessment process in the learning context and to describe the ethical and relationship characteristics of resident physicians in the context of the implementation of the Reflective Diary. Methods: An observational, cross-sectional, qualitative study was conducted from October to December 2018 by filling in questionnaires with questions about the daily lives of resident physicians and how they are evaluated and how they would like to be evaluated. Results: It was observed that 68.4% of the participants are not satisfied with the forms of evaluation and would like more innovative tools to be used. Among the characteristics of the residents, it was evident that the majority, 73.7%, have a theoretical background and consider themselves humanizeds. Most participants showed that they yearn for evaluative methods that are closer to reality and that help to build competences for professional life. Conclusion: The Reflective Diary assist the monitoring of the teaching-learning process and motivates a continuous reflection that can be used in different learning scenarios, emancipating the students.