In a multiprofessional, discipline-based curriculum with cumulative and cognitive assessment, anew discipline based on University-Community Service Interaction (IUSC), for medicine and nursing students at a São Paulo school, aimed at finding a way to evaluate students' development of communication and self-reflection skills. Overall assessment of students in small groups conducted through written reports and group portfolios failed to demonstrate self-reflection on the learning process in some students. A pilot study was therefore proposed, involving 15 students, divided into two randomly-selected groups, who agreed to develop an individual and reflective portfolio. Qualitative analysis of the material outlined categories such as reflection on student life before the chosen university course began, life experiences that led the student to the chosen career, correlation between learning the subject and professional practice and ability to identify their growth in communication skills, indicating an efficient process of self-reflection on their learning.