Introduction:

This work presents a literature review on the experiences of evaluating graduates from undergraduate health sciences courses in Brazil with the development of processes centered on the graduate and his/her important role in verifying the quality of higher education.

Objective:

To understand the experiences of evaluating graduates from undergraduate health sciences courses in Brazil, identifying processes and the protagonism of the graduate in verifying the quality of higher education with a focus on medical and nursing courses.

Methodology:

A meta-synthesis, a type of literature review, was conducted with the purpose of qualitatively analyzing studies that address the theme of the evaluation of higher education graduates. The search for scientific productions on the subject had as its starting point the following question “How are higher education graduates in the medical field evaluated in Brazil?” We opted to perform a search in the main health databases PubMed, Web of Science, Lilacs, IBECS and SciELO. A total of 245 studies were found. The following inclusion criteria were then applied: 1- Work involving the development of a questionnaire for evaluating graduates; 2- Work involving the evaluation of graduates; 3- Work involving the participation of graduates; 4- Work involving quality indicators in higher education; 5- Development of methodologies for the evaluation of higher education. Following the application of these criteria, 13 articles were selected. It should be noted that in order to be included in the study, the work had to meet at least three criteria.

Results:

The evidence allows us to conclude that the graduate participates in the evaluation process in a unique way, his role is clear in the studies analyzed, whether he is active as an interviewee or subject who responds to a questionnaire developed with scientific metrics.

Conclusion:

The evaluation of graduates is an important strategic tool used by the management of educational institutions, and it can be considered a public policy of significant impact. The evidence confirms the need to incorporate graduates also as protagonists in the institutional self-assessment process.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf )