Program and system dropout in collective health undergraduate education

Sousa, Sandra Carvalho; de Almeida, Alexandre Nascimento; Castioni, Remi; Pires, Maria Raquel Gomes Maia

doi:10.1590/1980-6248-2023-0031EN

Sandra Carvalho Sousa

Data curation (Lead)

Formal analysis (Lead)

Research (Lead)

Writing - original draft (Lead)

Universidade de Brasília – UnB, Faculdade FCE, Ceilândia, Brasília, DF, Brasil. sandcarvs@gmail.com

https://orcid.org/0000-0003-4684-6338

Alexandre Nascimento de Almeida Corresponding author:Almeida, Alexandre Nascimento de - Faculdade UnB de Planaltina, Universidade de Brasília (FUP/UnB), Área Universitária n. 1, Vila Nossa Senhora de Fátima, Planaltina, DF, Brasil, 73300-000.

Conceptualization (Lead)

Formal Analysis (Lead)

Research (Lead)

Methodology (Lead)

Universidade de Brasília – UnB, Faculdade FUP, Brasília, DF, Brasil. alexalmeida@unb.br

https://orcid.org/0000-0002-9113-0729

Remi Castioni

Conceptualization (Supporting)

Research (Supporting)

Validation (Lead)

Visualization (Lead)

Universidade de Brasília - UnB, Faculdade de Educação, Brasília, DF, Brasil. remi@unb.br

https://orcid.org/0000-0002-5459-3492

Maria Raquel Gomes Maia Pires

Methodology (Supporting)

Supervision (Lead)

Validation (Lead)

Visualization (Lead)

Universidade de Brasília - UnB, Faculdade de Ciências da Saúde, Brasília, DF, Brasil. maiap@unb.br

https://orcid.org/0000-0002-7941-0816

1
Responsible Editor: Antônio Carlos Rodrigues de Amorim https://orcid.org/0000-0002-0323-9207

Corresponding author:
Almeida, Alexandre Nascimento de - Faculdade UnB de Planaltina, Universidade de Brasília (FUP/UnB), Área Universitária n. 1, Vila Nossa Senhora de Fátima, Planaltina, DF, Brasil, 73300-000.

Parameter	Study
Individual dimension
Age	Gaírin et al. (2014)Gaírin, J., Triado, X. M., Feixas, M., Figuera, P., Aparicio-Chueca, P., & Torrado, M. (2014). Student dropout rates in Catalan universities: Profile and motives for disengagement. Quality in Higher Education, 20(2), 165-182. https://doi.org/10.1080/13538322.2014.925230 https://doi.org/10.1080/13538322.2014.92... ; Hovdhaugen (2015)Hovdhaugen, E. (2015). Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6), 631-651. https://doi.org/10.1080/13639080.2013.869311 https://doi.org/10.1080/13639080.2013.86... ; Jia e Maloney (2015)Jia, P., & Maloney, T. (2015). Using predictive modelling to identify students at risk of poor university outcomes. Higher Education, 70, 127-149. https://doi.org/10.1007/s10734-014-9829-7 https://doi.org/10.1007/s10734-014-9829-... ; Venegas-Muggli (2019)Venegas-Muggli, J. I. (2019). Higher education dropout of non-traditional mature freshmen: the role of sociodemographic characteristics. Studies in Continuing Education, 42(3), 316-332. https://doi.org/10.1080/0158037X.2019.1652157 https://doi.org/10.1080/0158037X.2019.16... ; Bernardo et al. (2016)Bernardo, A., Esteban, M. Fernández, E., Cervero, A., Tuero, E., & Solano, P. (2016). Comparison of personal, social and academic variables related to university drop-out and persistence. Frontiers in psychology, 7, 1610. https://doi.org/10.3389/fpsyg.2016.01610 https://doi.org/10.3389/fpsyg.2016.01610... ; Li e Carroll (2019)Li, I. W., & Carroll, D. R. (2019). Factors influencing dropout and academic performance: An Australian higher education equity perspective. Journal of Higher Education Policy and Management, 42(1), 14-30. https://doi.org/10.1080/1360080X.2019.1649993 https://doi.org/10.1080/1360080X.2019.16... ; Casanova et al. (2018)Casanova, J. R., Cervero, A, Núñez, J. C., Almeida, L. S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408-414. https://doi.org/10.7334/psicothema2018.155 https://doi.org/10.7334/psicothema2018.1... ; Saccaro et al. (2019)Saccaro, A., França, M. T. A., & Jacinto, P. de A. (2019). Fatores associados à evasão no ensino superior brasileiro: Um estudo de análise de sobrevivência para os cursos das áreas de ciência, matemática e computação e de engenharia, produção e construção em instituições públicas e privadas. Estudos Econômicos, 49(2), 337-373. https://doi.org/10.1590/0101-41614925amp https://doi.org/10.1590/0101-41614925amp... .
Sex	Jia e Maloney (2015)Jia, P., & Maloney, T. (2015). Using predictive modelling to identify students at risk of poor university outcomes. Higher Education, 70, 127-149. https://doi.org/10.1007/s10734-014-9829-7 https://doi.org/10.1007/s10734-014-9829-... ; Hovdhaugen (2015)Hovdhaugen, E. (2015). Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6), 631-651. https://doi.org/10.1080/13639080.2013.869311 https://doi.org/10.1080/13639080.2013.86... ; Venegas-Muggli (2019)Venegas-Muggli, J. I. (2019). Higher education dropout of non-traditional mature freshmen: the role of sociodemographic characteristics. Studies in Continuing Education, 42(3), 316-332. https://doi.org/10.1080/0158037X.2019.1652157 https://doi.org/10.1080/0158037X.2019.16... ; Bernardo et al. (2016)Bernardo, A., Esteban, M. Fernández, E., Cervero, A., Tuero, E., & Solano, P. (2016). Comparison of personal, social and academic variables related to university drop-out and persistence. Frontiers in psychology, 7, 1610. https://doi.org/10.3389/fpsyg.2016.01610 https://doi.org/10.3389/fpsyg.2016.01610... ; Gaírin et al. (2014)Gaírin, J., Triado, X. M., Feixas, M., Figuera, P., Aparicio-Chueca, P., & Torrado, M. (2014). Student dropout rates in Catalan universities: Profile and motives for disengagement. Quality in Higher Education, 20(2), 165-182. https://doi.org/10.1080/13538322.2014.925230 https://doi.org/10.1080/13538322.2014.92... ; Li e Carroll (2019)Li, I. W., & Carroll, D. R. (2019). Factors influencing dropout and academic performance: An Australian higher education equity perspective. Journal of Higher Education Policy and Management, 42(1), 14-30. https://doi.org/10.1080/1360080X.2019.1649993 https://doi.org/10.1080/1360080X.2019.16... ; Casanova et al. (2018)Casanova, J. R., Cervero, A, Núñez, J. C., Almeida, L. S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408-414. https://doi.org/10.7334/psicothema2018.155 https://doi.org/10.7334/psicothema2018.1... ; Saccaro et al. (2019)Saccaro, A., França, M. T. A., & Jacinto, P. de A. (2019). Fatores associados à evasão no ensino superior brasileiro: Um estudo de análise de sobrevivência para os cursos das áreas de ciência, matemática e computação e de engenharia, produção e construção em instituições públicas e privadas. Estudos Econômicos, 49(2), 337-373. https://doi.org/10.1590/0101-41614925amp https://doi.org/10.1590/0101-41614925amp... .
Marital Status	Heublein (2014)Heublein, U. (2014). Student drop‐out from german higher education institutions. European Journal of Education, 49(4), 497-513. https://doi.org/10.1111/ejed.12097 https://doi.org/10.1111/ejed.12097... ; Gaírin et al. (2014)Gaírin, J., Triado, X. M., Feixas, M., Figuera, P., Aparicio-Chueca, P., & Torrado, M. (2014). Student dropout rates in Catalan universities: Profile and motives for disengagement. Quality in Higher Education, 20(2), 165-182. https://doi.org/10.1080/13538322.2014.925230 https://doi.org/10.1080/13538322.2014.92... .
Socioeconomic and family-related dimension
Financial status	Hovdhaugen (2015)Hovdhaugen, E. (2015). Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6), 631-651. https://doi.org/10.1080/13639080.2013.869311 https://doi.org/10.1080/13639080.2013.86... ; Venegas-Muggli (2019)Venegas-Muggli, J. I. (2019). Higher education dropout of non-traditional mature freshmen: the role of sociodemographic characteristics. Studies in Continuing Education, 42(3), 316-332. https://doi.org/10.1080/0158037X.2019.1652157 https://doi.org/10.1080/0158037X.2019.16... ; Heublein (2014)Heublein, U. (2014). Student drop‐out from german higher education institutions. European Journal of Education, 49(4), 497-513. https://doi.org/10.1111/ejed.12097 https://doi.org/10.1111/ejed.12097... .
Family education	Hovdhaugen (2015)Hovdhaugen, E. (2015). Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6), 631-651. https://doi.org/10.1080/13639080.2013.869311 https://doi.org/10.1080/13639080.2013.86... .
Place of residence	Hovdhaugen (2015)Hovdhaugen, E. (2015). Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6), 631-651. https://doi.org/10.1080/13639080.2013.869311 https://doi.org/10.1080/13639080.2013.86... ; Bernardo et al. (2016)Bernardo, A., Esteban, M. Fernández, E., Cervero, A., Tuero, E., & Solano, P. (2016). Comparison of personal, social and academic variables related to university drop-out and persistence. Frontiers in psychology, 7, 1610. https://doi.org/10.3389/fpsyg.2016.01610 https://doi.org/10.3389/fpsyg.2016.01610... .
Institutional and academic dimension
Permanence aid	Jia e Maloney (2015)Jia, P., & Maloney, T. (2015). Using predictive modelling to identify students at risk of poor university outcomes. Higher Education, 70, 127-149. https://doi.org/10.1007/s10734-014-9829-7 https://doi.org/10.1007/s10734-014-9829-... ; Saccaro et al. (2019)Saccaro, A., França, M. T. A., & Jacinto, P. de A. (2019). Fatores associados à evasão no ensino superior brasileiro: Um estudo de análise de sobrevivência para os cursos das áreas de ciência, matemática e computação e de engenharia, produção e construção em instituições públicas e privadas. Estudos Econômicos, 49(2), 337-373. https://doi.org/10.1590/0101-41614925amp https://doi.org/10.1590/0101-41614925amp... .
Academic performance.	Li e Carroll (2019)Li, I. W., & Carroll, D. R. (2019). Factors influencing dropout and academic performance: An Australian higher education equity perspective. Journal of Higher Education Policy and Management, 42(1), 14-30. https://doi.org/10.1080/1360080X.2019.1649993 https://doi.org/10.1080/1360080X.2019.16... ; Zając e Komendant-Brodowska (2019)Zając, T. Z., & Komendant-Brodowska, A. (2019). Premeditated, dismissed and disenchanted: Higher education dropouts in Poland. Tertiary Education and Management, 25(1), 1-16. https://doi.org/10.1007/s11233-018-09010-z https://doi.org/10.1007/s11233-018-09010... ; Respondek et al. (2017)Respondek, L., Seufert, T., Stupnisky, R., & Nett, U. E. (2017). Perceived academic control and academic emotions predict undergraduate university student success: examining effects on dropout intention and achievement. Frontiers in Psychology, 8, 243. https://doi.org/10.3389/fpsyg.2017.00243 https://doi.org/10.3389/fpsyg.2017.00243... ; Mujica et al. (2019)Mujica, A. D., Villalobos, M. V. P., Gutiérrez, A. B. B., Fernández-Castañón, A. C., González-Pienda, J. A. (2019). Affective and cognitive variables involved in structural prediction of university dropout. Psicothema, 31(4), 429-436. https://doi.org/10.7334/psicothema2019.124 https://doi.org/10.7334/psicothema2019.1... ; Heublein (2014)Heublein, U. (2014). Student drop‐out from german higher education institutions. European Journal of Education, 49(4), 497-513. https://doi.org/10.1111/ejed.12097 https://doi.org/10.1111/ejed.12097... ; Casanova et al. (2018)Casanova, J. R., Cervero, A, Núñez, J. C., Almeida, L. S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408-414. https://doi.org/10.7334/psicothema2018.155 https://doi.org/10.7334/psicothema2018.1... ; Jia e Maloney (2015)Jia, P., & Maloney, T. (2015). Using predictive modelling to identify students at risk of poor university outcomes. Higher Education, 70, 127-149. https://doi.org/10.1007/s10734-014-9829-7 https://doi.org/10.1007/s10734-014-9829-... ; Hovdhaugen (2015)Hovdhaugen, E. (2015). Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6), 631-651. https://doi.org/10.1080/13639080.2013.869311 https://doi.org/10.1080/13639080.2013.86... ; Venegas-Muggli (2019)Venegas-Muggli, J. I. (2019). Higher education dropout of non-traditional mature freshmen: the role of sociodemographic characteristics. Studies in Continuing Education, 42(3), 316-332. https://doi.org/10.1080/0158037X.2019.1652157 https://doi.org/10.1080/0158037X.2019.16... ; Bernardo et al., (2016)Bernardo, A., Esteban, M. Fernández, E., Cervero, A., Tuero, E., & Solano, P. (2016). Comparison of personal, social and academic variables related to university drop-out and persistence. Frontiers in psychology, 7, 1610. https://doi.org/10.3389/fpsyg.2016.01610 https://doi.org/10.3389/fpsyg.2016.01610... .
Means of Admission	Saccaro et al. (2019)Saccaro, A., França, M. T. A., & Jacinto, P. de A. (2019). Fatores associados à evasão no ensino superior brasileiro: Um estudo de análise de sobrevivência para os cursos das áreas de ciência, matemática e computação e de engenharia, produção e construção em instituições públicas e privadas. Estudos Econômicos, 49(2), 337-373. https://doi.org/10.1590/0101-41614925amp https://doi.org/10.1590/0101-41614925amp... ; Casanova et al. (2018)Casanova, J. R., Cervero, A, Núñez, J. C., Almeida, L. S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408-414. https://doi.org/10.7334/psicothema2018.155 https://doi.org/10.7334/psicothema2018.1... .
Identification with the program	Mujica et al. (2019)Mujica, A. D., Villalobos, M. V. P., Gutiérrez, A. B. B., Fernández-Castañón, A. C., González-Pienda, J. A. (2019). Affective and cognitive variables involved in structural prediction of university dropout. Psicothema, 31(4), 429-436. https://doi.org/10.7334/psicothema2019.124 https://doi.org/10.7334/psicothema2019.1... ; Gaírin et al. (2014)Gaírin, J., Triado, X. M., Feixas, M., Figuera, P., Aparicio-Chueca, P., & Torrado, M. (2014). Student dropout rates in Catalan universities: Profile and motives for disengagement. Quality in Higher Education, 20(2), 165-182. https://doi.org/10.1080/13538322.2014.925230 https://doi.org/10.1080/13538322.2014.92... ; Zając e Komendant-Brodoeska (2019)Zając, T. Z., & Komendant-Brodowska, A. (2019). Premeditated, dismissed and disenchanted: Higher education dropouts in Poland. Tertiary Education and Management, 25(1), 1-16. https://doi.org/10.1007/s11233-018-09010-z https://doi.org/10.1007/s11233-018-09010... ; Iñiguez et al. (2016)Iñiguez, T., Saso, C. E., & Errazu, D. V. (2016). Universities of the European higher education area and the undergraduate dropout rate: Causes and strategic proposals of prevention. EDUCAR, 52(2), 285-313. http://dx.doi.org/10.5565/rev/educar.674 https://doi.org/10.5565/rev/educar.674... .
Institutional aspect	Bernardo et al. (2016)Bernardo, A., Esteban, M. Fernández, E., Cervero, A., Tuero, E., & Solano, P. (2016). Comparison of personal, social and academic variables related to university drop-out and persistence. Frontiers in psychology, 7, 1610. https://doi.org/10.3389/fpsyg.2016.01610 https://doi.org/10.3389/fpsyg.2016.01610... ; Saccaro et al. (2019)Saccaro, A., França, M. T. A., & Jacinto, P. de A. (2019). Fatores associados à evasão no ensino superior brasileiro: Um estudo de análise de sobrevivência para os cursos das áreas de ciência, matemática e computação e de engenharia, produção e construção em instituições públicas e privadas. Estudos Econômicos, 49(2), 337-373. https://doi.org/10.1590/0101-41614925amp https://doi.org/10.1590/0101-41614925amp... .

N^o	Paramenter	Description
Dependent variable
1	Student situation	Polytomous category: Never left the program (1); Changed program (2); Left higher education (3)
Explanatory variables
Individual dimension
2	Age	Continuous: number of years
3	Sex	Dichotomous category: Male (1); Female (2)
Family dimension
4	Parents are participants in academic life.	Ordinal: Strongly Disagree (1); Disagree (2); Neither Agree nor Disagree (3); Agree (4); Strongly Agree (5)
5	Parents do not support undergraduate education.	Ordinal: Strongly Disagree (1); Disagree (2); Neither Agree nor Disagree (3); Agree (4); Strongly Agree (5)
Institutional dimension: Ease of admission into the program
6	Reason for choosing the Collective Health program	Dichotomous category: Low competition for admission (1); Other (Professional valorization, Social prestige, Family influence and/or Vocation) (2)
7	Means of Admission	Dichotomous category: Entrance Exam (1); Other (2) (PAS, ENEM, SISU, among others).
Institutional Dimension: Satisfaction with the program
8	Identification with the program	Ordinal: Strongly Disagree (1); Disagree (2); Neither Agree nor Disagree (3); Agree (4); Strongly Agree (5)
9	Empathy with faculty	Ordinal: Strongly Disagree (1); Disagree (2); Neither Agree nor Disagree (3); Agree (4); Strongly Agree (5)
Institutional dimension: Difficulty in following the program
10	Incompatibility between study and work	Ordinal: Strongly Disagree (1); Disagree (2); Neither Agree nor Disagree (3); Agree (4); Strongly Agree (5)
11	Difficulties in the teaching-learning relation	Ordinal: Strongly Disagree (1); Disagree (2); Neither Agree nor Disagree (3); Agree (4); Strongly Agree (5)

Parameter	β	p-value	Exp(β)	(Exp(β) – 1) x 100
Those who changed program compared to those who did not leave the program
Constant	0.388	0.865
Age	0.177	0.009	1.193	19
Sex = 1 (Male)	0.610	0.285	1.841	84
Sex = 2 (Female)
Parents support the academic life	0.394	0.035	1.482	48
Parents do not support undergraduate education.	0.248	0.251	1.281	28
Reason for choosing the Collective Health program = 1 (Low competition for admission)	0.785	0.171	2.191	119
Reason for choosing the Collective Health program = 2 (Other^a a Professional valorization, Social prestige, Family influence and/or Vocation. )
Means of admission = 1 (Entrance Exam)	0.685	0.173	1.983	98
Means of admission = 2 (Other^b b PAS, ENEM, SISU, among others. )
Identification with the program	−0.948	0.000	0.388	−61
Empathy with faculty	−0.745	0.001	0.475	−53
Incompatibility between academic life and work	−0.408	0.041	0.665	−34
Difficulties in the teaching-learning relation	−0.374	0.080	0.688	−31
Those who left higher education compared to those who did not leave the program
Constant	−10.776	0.013
Age	0.336	0.000	1.400	40
Sex = 1 (Male)	1.664	0.040	5.278	428
Sex = 2 (Female)
Parents support the academic life	0.145	0.611	1.157	16
Parents do not support undergraduate education.	0.181	0.624	1.199	20
Reason for choosing the Collective Health program = 1 (Low competition for admission)	−3.117	0.006	0.044	−96
Reason for choosing the Collective Health program = 2 (Other^a a Professional valorization, Social prestige, Family influence and/or Vocation. )
Means of admission = 1 (Entrance Exam)	0.860	0.292	2.362	136
Means of admission = 2 (Other^b b PAS, ENEM, SISU, among others. )
Identification with the program	−1.227	0.002	0.293	−71
Empathy with faculty	−0.698	0.028	0.498	−50
Incompatibility between academic life and work	1.424	0.021	4.154	315
Difficulties in the teaching-learning relation	0.415	0.250	1.514	51

Student situation	Individual dimension			Family dimension				Institutional dimension
	Individual dimension			Family dimension				Ease of admission into the program
	Age (mean)	Sex		Parents support the academic life		Parents do not support undergraduate education.		Reason for choosing the Collective Health program		Means of Admission
Never left the program	22	Men	22%	SD	19%	SD	70%	Low competition for admission	60%	Entrance exam	32%
				D	19%	D	11%
				I	20%	I	9%
		Women	78%	A	32%	A	9%	Other¹	40%	Other²	68%
		Women	78%	SA	10%	SA	1%	Other¹	40%	Other²	68%
Changed program	24	Homem	30%	SD	21%	SD	60%	Low competition for admission	82%	Entrance exam	43%
				D	15%	D	17%
				I	13%	I	6%
		Women	70%	A	23%	A	13%	Other^a a Professional valorization, Social prestige, Family influence and/or Vocation.	18%	Other^b b PAS, ENEM, SISU, among others.	57%
		Women	70%	SA	28%	SA	4%		18%	Other^b b PAS, ENEM, SISU, among others.	57%
Left higher education	28	Men	42%	SD	47%	SD	67%	Low competition for admission	37%	Entrance exam	42%
				D	5%	D	6%
				I	16%	I	17%
		Women	58%	A	16%	A	0%	Other^a a Professional valorization, Social prestige, Family influence and/or Vocation.	63%	Other^b b PAS, ENEM, SISU, among others.	58%
		Women	58%	SA	16%	SA	11%		63%	Other^b b PAS, ENEM, SISU, among others.	58%
Student situation	Institutional dimension
	Program satisfaction					Difficulty following the program
	Identification with the chosen program		Empathy with faculty			Incompatibility between academic life and work			Difficulties in the teaching-learning relation
Never left the program	SD	4%	SD		9%	SD		11%	SD		25%
	D	6%	D		21%	D		7%	D		34%
	I	22%	I		31%	I		28%	I		14%
	A	46%	A		29%	A		35%	A		19%
	SA	23%	SA		10%	SA		20%	SA		8%
Changed program	SD	21%	SD		26%	SD		19%	SD		45%
	D	17%	D		36%	D		4%	D		19%
	I	21%	I		9%	I		26%	I		19%
	A	30%	A		21%	A		28%	A		13%
	SA	11%	SA		9%	SA		23%	SA		4%
Left higher education	SD	11%	SD		21%	SD		0%	SD		21%
	D	37%	D		21%	D		0%	D		16%
	I	16%	I		26%	I		22%	I		11%
	A	11%	A		32%	A		22%	A		47%
	SA	26%	SA		0%	SA		56%	SA		5%

STUDENT’S SITUATION AS TO DROPPING OUT
1) Have you ever dropped out of your program at any point in your academic life? If so, what was the main reason? ( ) I have never dropped out of the program ( ) Change of program ( ) Has dropped out of Higher Education so far 1.1) If your reason for dropping out was a change of program, to which course did you change? ( ) Nursing ( ) Pharmacy ( ) Physical Therapy ( ) Speech Therapy ( ) Occupational Therapy ( ) Another UnB program ( ) Another program at another institution
INDIVIDUAL DIMENSION
2) How old are you? ______________ years 3) Sex? ( ) Female ( ) Male
FAMILY DIMENSION
4) My parents are active participants and closely follow my academic development and life. ( ) Strongly disagree ( ) Somewhat disagree ( ) Neither agree nor disagree ( ) Somewhat agree ( ) Strongly agree 5) My parents do not support my undergraduate education. ( ) Strongly disagree ( ) Somewhat disagree ( ) Neither agree nor disagree ( ) Somewhat agree ( ) Strongly agree
INSTITUTIONAL DIMENSION
Ease of admission into the program
6) What is the main reason why you chose this program? Mark only one option. ( ) Low competition for admission ( ) Other (Professional valorization, social prestige, family influence and/or vocation) 7) By what means did you enter the undergraduate program in Collective Health? ( ) Entrance Exam ( ) Other (PAS, ENEM, SISU, among others)
Program satisfaction
8) I identify with the training I chose. ( ) Strongly disagree ( ) Somewhat disagree ( ) Neither agree nor disagree ( ) Somewhat agree ( ) Strongly agree 9) There is empathy from faculty regarding my individual needs as a student ( ) Strongly disagree ( ) Somewhat disagree ( ) Neither agree nor disagree ( ) Somewhat agree ( ) Strongly agree
Difficulty following the program
10) I experience incompatibility between academic life and work. ( ) Strongly disagree ( ) Somewhat disagree ( ) Neither agree nor disagree ( ) Somewhat agree ( ) Strongly agree 11) I have difficulties in the teaching-learning relationship. ( ) Strongly disagree ( ) Somewhat disagree ( ) Neither agree nor disagree ( ) Somewhat agree ( ) Strongly agree

SITUAÇÃO DO ESTUDANTE QUANTO A EVASÃO
1) Você já evadiu/saiu de seu curso em algum momento da vida acadêmica? Se sim, qual o principal motivo? ( ) Nunca deixei o curso ( ) Mudança de curso ( ) Deixou o Ensino Superior até o momento 1.1) Se o motivo da sua saída foi em decorrência de mudança de curso, para qual curso você migrou? ( ) Enfermagem ( ) Farmácia ( ) Fisioterapia ( ) Fonoaudiologia ( ) Terapia Ocupacional ( ) Outro curso da UnB ( ) Outro curso em outra instituição
DIMENSÃO INDIVIDUAL
2) Qual a sua idade? ______________ anos 3) Sexo? ( ) Feminino ( ) Masculino
DIMENSÃO FAMILIAR
4) Meus pais são participantes ativos e acompanham de perto o meu desenvolvimento e vida acadêmica. ( ) Discordo totalmente ( ) Discordo parcialmente ( ) Nem concordo, nem discordo ( ) Concordo parcialmente ( ) Concordo totalmente 5) Meus pais não apoiam a minha graduação. ( ) Discordo totalmente ( ) Discordo parcialmente ( ) Nem concordo, nem discordo ( ) Concordo parcialmente ( ) Concordo totalmente
DIMENSÃO INSTITUCIONAL
Facilidade de entrada no curso
6) Qual o principal motivo para você ter escolhido este curso? Marque apenas uma opção. ( ) Baixa concorrência para o ingresso ( ) Outro (Valorização profissional, prestígio social, influência familiar e/ou vocação) 7) Seu ingresso no curso de graduação em Saúde Coletiva se deu por qual meio? ( ) Vestibular ( ) Outro (PAS, ENEM, SISU, entre outros)
Satisfação com o curso
8) Me identifico com a formação que escolhi. ( ) Discordo totalmente ( ) Discordo parcialmente ( ) Nem concordo, nem discordo ( ) Concordo parcialmente ( ) Concordo totalmente 9) Há empatia do corpo docente em relação as minhas necessidades individuais como estudante ( ) Discordo totalmente ( ) Discordo parcialmente ( ) Nem concordo, nem discordo ( ) Concordo parcialmente ( ) Concordo totalmente
Dificuldade de acompanhamento do curso
10) Vivencio incompatibilidade entre vida acadêmica e trabalho. ( ) Discordo totalmente ( ) Discordo parcialmente ( ) Nem concordo, nem discordo ( ) Concordo parcialmente ( ) Concordo totalmente 11) Apresento dificuldades na relação ensino-aprendizagem. ( ) Discordo totalmente ( ) Discordo parcialmente ( ) Nem concordo, nem discordo ( ) Concordo parcialmente ( ) Concordo totalmente

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Responsible Editor: Antônio Carlos Rodrigues de Amorim https://orcid.org/0000-0002-0323-9207

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