Avaliação do curso de medicina veterinária da Universidade Federal da Paraíba: A visão dos egressos

Abstract

Institutional assessment is an extremely important topic for the teaching-learning process. Among the possibilities of evaluating university courses, there is the alternative of knowing the graduate's opinion, as they have already experienced all the steps necessary to complete the course and, currently, given the demands of the labor market, they can evaluate in some way. form. the training process to which he was submitted. The analysis of the successes and problems faced by the graduates contributes for an institution to reflect on the training process to which it was submitted. The aim of this study was to carry out an evaluation of the Veterinary Medicine Course at UFPB from the perspective of graduates from 2013.1 to 2020.1. The graduates were identified at the Course Coordination and received a link to a questionnaire containing questions about academic education, professional activities, continuing education, teaching practice, infrastructure, accessibility and self-assessment. 98 graduates participated in the evaluation, which represents 28.08% of the total number of graduates. Graduates participated in each year and 29% of them completed the course in a period longer than the minimum established. 71.72% are satisfied with their profession and 79.59% develop activities in the area. The area of small animals absorbed most of the trainees. 51.08% of graduates are self-employed professionals. Clinic shifts are the most frequent activity. Insertion in the labor market was identified as satisfactory, but remuneration is the main difficulty faced. The basic and professional subjects were classified as satisfactory, but there was dissatisfaction with the theory-practice relationship and with practical activities. Respondents considered that they developed skills in various areas of veterinary medicine, but with important percentage differences according to the area. 77% of graduates responded that they have some degree of insecurity in the performance of professional activities and considered that interdisciplinarity was little practiced in the course. Learning opportunities outside the classroom were rated as satisfactory. Continuing education and professional qualification have been carried out by most graduates, with access to periodicals and social networks being the main forms of updating. The didactic ability of the teachers was considered satisfactory, but diversified teaching methodologies were rarely used. The graduates showed satisfaction with the assessment methods, but rated the level of demand as high and reported that assessment discussions are rarely held. The level of updating of teachers was considered satisfactory. A significant number of graduates showed some degree of dissatisfaction with the incentives received to participate in institutional events and programs. Classrooms, library and practice spaces were rated as satisfactory. However, the materials, equipment and animals used in the practices were unsatisfactory. The virtual library was little used by students. The graduates considered themselves assiduous and punctual and recognized inappropriate behaviors such as leaving the classroom, performing activities not related to classes, not studying the contents in advance and studying only during exams. Difficulty in following the contents were reasons associated with successive failures. The relationship with students and professors of the course was considered good to very good. It is concluded that a lot of important information was made available by the graduates and positive points were identified and others that need improvement in the Veterinary Medicine Course, demonstrating the importance of having a policy to monitor graduates.