CAPES Assessments: GRADE 07

The assessment of the National Graduate Studies System (SNPG) is conducted by CAPES and involves the participation of the scientific community.

The objective is to endorse the quality of graduate programs, promote research and distribute scholarships.

The grades range from 1 to 7; those evaluated with grades 6 and 7 indicate a high international standard of performance for doctoral programs.

Below are the latest assessments carried out by CAPES:

Program Self-Assessments

The Cardiology Program participated in two self-assessments. One was carried out by USP with the support of the coordinators, and the other by the members of the coordinating committee.

The Program has a tradition, at the end of the year, of closing the launch of all its intellectual production on the Sucupira Platform, preparing a spreadsheet and presenting it to its advisors. This spreadsheet includes: CNPq research productivity scholarship recipients; student flow, undergraduate and graduate students, scholarship recipients; and intellectual production, with scores in the strata and which ones have the participation of graduates and students. In this presentation at the meeting, based on the results presented, the annual and four-year goals are outlined.

During the first semester of 2024, the Office of the Vice-President for Graduate Studies at the University of São Paulo (PRPG/USP) conducted a self-assessment of graduate programs, complementing any individual self-assessment activities of the Graduate Programs (PPGs). The main objective was to deepen knowledge about each of the programs, highlight strengths and weaknesses, indicate potential improvements and possible innovations, and establish an action plan. All programs had access to a compilation of data provided by PRPG/USP and were encouraged to reflect on important aspects of the program considering its proposal for training and excellence. The programs submitted their conclusions to PRPG/USP, which sent them to reviewers outside the program for independent critical analysis. The reports were then submitted to the rapporteurs of members of the Graduate Council, who highlighted the main highlights. The results of the reports and all reports were returned to the PPGs. Finally, the PRPG organized a face-to-face workshop, which brought together the PPG coordinators to exchange experiences, common strengths and weaknesses, and suggest improvement actions.

The report on the self-assessment process organized by the University of São Paulo, approved by the Graduate Council, is available at: https://www.prpg.usp.br/pt-br/apoio-administrativo/avaliacao-capes

Also, with the aim of making a more detailed assessment, the Program Coordinating Committee met to conduct the Program’s self-assessment. Topics considered relevant for analysis of the program were selected and sent to all committee members, including student members. A climate favorable to self-assessment was created, with participants having autonomy of expression. It is now understood that the purpose of graduate programs is not only the production of knowledge, but also the education of students. Therefore, the assessment must capture this dimension, which is essentially a process and not just a product. Thus, the self-assessment sought to ensure proximity between the evaluator and the evaluated. The self-assessment allows for reflection on the context and policies adopted, in addition to the systematization of data that lead to decision-making.

  • Tools and processes used

A spreadsheet was created via a web link and sent to all committee members. Each member individually filled it out with their vision and plan for the program. After receiving all the evaluation forms, the program coordinator gathered all the material and, in a meeting with everyone, standardized the evaluation until a final analysis was reached.

 

  • Pedagogical proposal

The committee analyzed the cardiology program proposal and considered it to be very good. It assessed the infrastructure, research lines, courses offered and scientific production. There is a clear integration between faculty, institution and student production. The program focuses on student education, student production and impact on society. The renewal of the faculty with young researchers is an example of the incentive to qualify students, which our program has encouraged.

 

  • Student and graduate flow

The committee evaluated student learning and considered it to be very good. Students are continually evaluated through scientific seminars, individual and collective assessments and the qualification exam. The student and graduate flow was considered very good, with regularity in the number of enrollments, theses defended and data on graduates. The program further improved the tools for monitoring graduates.

 

  • The faculty is in tune with the training objective

The self-assessment considered the faculty to be of high quality. The program’s regulations were renewed in the last four years, in order to regularly assess scientific production, engagement with the program, direct involvement with student production and student education. The professor is always evaluated at the end of each discipline through an anonymous form that the students send to the program. These metrics are passed on to the professor and prospectively assessed for improvements.

 

  • Impact of scientific production

The committee judged the scientific production to be very good. It drew attention to the program’s relevant production, the great involvement of the student body in the majority of student production and the relevance of the studies to society. Even during the COVID-19 pandemic, there was no negative impact on production. The change in focus to student production and the quality of student education is increasingly clear.

 

Summary of the self-assessment: Over the last 8 years, the program has made great progress in monitoring graduates, focusing on student education, integration with the University, University and CAPES policies, and always maintaining the focus on internationalization and inclusion. Dinter Cardiologia-UFPB is an example for this next four-year period, with our program’s commitment to stimulating student training and university renewal.