Introduction: student participation in their training process has emerged as a quality standard in medical education. However, there is little information on the specific perspective of students regarding institutional participation strategies and few reflective experiences of their own training process. Methods: based on the participatory research model, a group of 104 students, teachers, and administrative officials from the School of Medicine of the Pontificia Universidad Cat\u00f3lica de Chile participated in a 6-month systematic reflection process related to student participation. , strategies and innovations in medical education. The process culminated with the Teacher-Student-Official Conference where specific aspects of the defined topics were addressed. Results: Mixed participation strategies were identified that included elements of governance, co-creation and alliance models. Excellence, respect and kindness were central elements of the medical training identified by the students. However, the preponderance of a culture of competitiveness over one of collaboration at the training level was also identified. There was disagreement about the relevance of social commitment as part of the training process in Medicine. The relevance of training communication skills, interdisciplinary work and feedback was emphasized. Conclusions: the participation of students in their own training process is feasible, but requires specific strategies. A systematic reflection process in the academic community can expose relevant aspects of the medical training identity. This process can expose essential competencies to deepen such as communication, interdisciplinary work and feedback.<\/p>","protected":false},"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","format":"standard","class_list":["post-606137","tnc_col_606029_item","type-tnc_col_606029_item","status-publish","format-standard","hentry"],"acf":[],"yoast_head":"\n