Abstract
The paper is to reflect on the articulation between university education and clinical practice,
based on the analysis of an experience situated in the field of public health between late 2024
and mid-2025. To this end, the article draws on theoretical contributions that conceive
professional training as a continuous, situated, and mediated process. The role of questioning
and interdisciplinary work is highlighted as central axes of formative processes, enabling
comprehensive approaches to care in practice. From a qualitative perspective, the
methodology is based on the systematization of clinical experiences. The analysis focuses on
examining how the participation of university students in the approach to a clinical case enabled questions, exchanges, and meaningful reflections. Among the main findings, impacts
were identified both in professionals and in students, as well as in the clients and their
families, and in the development of an orientative booklet aimed at supporting training
processes. Finally, limited institutional timeframes and student rotation are recognized as
limitations and also functioned as opportunities to enable instances of reflection and the
review of practices.