Abstract
The reform of the physiotherapy studies implemented in 2015 has brought changes in the initial training of students. The research presented in this article focuses on the representations, the relationship to training and the future profession of physiotherapy students. It documents the processes of professional construction. Training for the profession can be considered as a delicate moment for students who start out and gradually become responsible for their actions, for others and for themselves. The theoretical framework mobilises the concepts of professionalisation and relationship to knowledge. Methodologically, an online questionnaire was distributed nationwide in 2020 (n=1011). The data collected were subjected to a univariate and then bivariate analysis based on the variables gender, year of study and return to school. The results show concerns and expectations that evolve over the course of studies; they differ according to gender and question the link between care and cure. They highlight a gap between the intention of professionalisation/universitarisation conveyed by the study reform and what mobilises students, who are more focused on learning the profession. This leads to discrepancies between the institutional prescriptions and the students' expectations of the training.