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Introduction: student satisfaction with university teaching is a key indicator for quality improvement. However, validated instruments for student satisfaction assessment for Health Sciences teaching are scarce in Spain. Our aims were to determine reliability and validity of two questionnaires designed to assess physiotherapy student satisfaction with teaching resources and activities and to evaluate student satisfaction. Material and method: Physiotherapy students answered the 12-item questionnaires designed in two rounds. Internal consistency was calculated with Cronbach’s alpha, test-retest reliability using intraclass correlation coefficient and both known groups and content validity with mean differences and ceiling/floor effects, respectively. Summary statistics were used for student satisfaction. Results: in first round, 87 students answered. In second round, 65 and 71 students answered questionnaires on resources and activities, respectively. Both questionnaires showed good internal consistency and good-to-excellent test-retest reliability. Significant differences were found to evaluate validity between groups for activity questionnaire. No floor or ceiling effects were found. An excellent student satisfaction was obtained, being video resources and workshop activity the best scored. Conclusions: these questionnaires can be satisfactory tools to be implemented to improve university teaching quality in Health Sciences. There is an excellent student satisfaction with resources and activities closely related to clinical practice. Combination of virtual and face-to-face resources or activities could be associated with an improvement in student satisfaction. This study is a first step in determining reliable and valid instruments to assess quality of Physiotherapy university teaching and to set up a starting point for studies that seek student perception assessment.
