| Sumario: | Since the beginning of teaching in higher education, there has been a great weakness in the academic curricular transition between the basic and disciplinary semesters, developing from a theoretical basis taught in classrooms and those settings where they are put into Practice previous and new learning in real situations that the student must face. The subject of academic transitions has been the subject of few studies in higher education in Colombia, from an approach of integration of basic subjects with disciplinary subjects, which requires an exploratory approach that leads to the search for a model that allows the articulation of knowledge that improves horizontal and vertical integration between the different academic cycles. In the development of this article, possible factors that affect the poor articulation of knowledge in various schools of health knowledge in Europe and the United States are described.
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