Self-evaluation of an undergraduate speech-language-hearing program from the perspective of its graduates

Abstract

Introduction: Assessments by graduates stand out among the indicators for the self-assessment of higher education institutions. Objective: To reflect on the contribution of graduates’ assessment to an institutional self-assessment process to improve speech-language-hearing training. Methods: Observational cross-sectional research with graduates of the last four classes of a Speech-Language-Hearing program in the city of São Paulo. Participants answered an 11-question instrument (Microsoft Forms®) sent remotely via email and WhatsApp. Data were analyzed using numerical and percentage statistics. Results: The study invited 63 graduates, of which 48 ​​(76.1%) participated, with a predominance of white women. The majority (44-92%) work in their area of ​​training, find employment at most in the first year of graduation (42-88.0%), and assess their professors’ contribution as significant to their academic trajectory (98%-47). After graduation, 89.5% (43) continued their studies, with a prevalence of lato sensu programs (54.2%-32). Language is the first area chosen (26.9%-11). The literature has a scarcity of analyses on research on graduates in the area, highlighting the need for scientific production on the training of speech-language pathologists in their relationship with the job market. Conclusion: The analysis of the institution’s graduates helps improve the program and continuing education, making it possible to understand the demands and needs of the work field. The publication of such research based on an institutional instrument can contribute to the reflection of training demands in speech-language-hearing sciences.