This study analyzes the perceptions of both teachers and students regarding the evaluation methods used in the semiology course during clinical rotations at a private university in Colombia. Using a qualitative approach with interviews and focus groups, significant variability in evaluative practices was identified, leading to inequities, a disconnect with students' needs, and challenges in ensuring effective teaching, which impacts learning and the acquisition of competencies. The results highlight the need to unify, coordinate, and standardize evaluation methods to promote greater equity and effectiveness in medical education. It is recommended to implement rubrics, encourage structured feedback, and utilize technological tools to optimize assessment, thereby enhancing the educational experience and the development of clinical competencies in students.