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标题：Fonoaudiólogos brasileiros titulados doutores no período de 2009 a 2013: perfil da formação
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作者：Andréa Paz-Oliveira ; Michele Picanço do Carmo ; Léslie Piccolotto Ferreira 等
期刊名称：Revista CEFAC
印刷版ISSN：1516-1846
电子版ISSN：1982-0216
出版年度：2015
卷号：17
期号：2
页码：586-594
DOI：10.1590/1982-0216201511814
出版社：CEFAC Saúde e Educação
摘要：Purpose: to analyze the formation of Brazilian speech-language pathologists (SLP) PhDs in the period 2009-2013. Methods: data collection was done through consultation with the Lattes Platform from the National Council for Scientific and Technological Development (CNPq) with the descriptors “Language and Hearing Sciences and “PhDs” and considered as inclusion criteria to be speechlanguage pathologist and have earned a PhD degree in the determined period The data were categorized according to the variables: gender, year of submission of the thesis, School, insertion of program by area of expertise of the CNPq and theme developed in the thesis according to the areas set out in the Language and Hearing Sciences and recognized by the Brazilian Society Speech, Language and Hearing Sciences. Data were analyzed descriptively and statistically. We applied the test of association using the chi-square for trend analysis to second-order polynomial regression was applied and and it was taken a significance level of 5%. Results: the reporting period totaled 271 PhDs degrees and the largest number of theses was achieved by women (266- 98.2%), in 2012 (72- 26.6%), in public universities (216- 79.7%), located in the Southeast region (188 -69.4%), belonging to the Health Sciences Programs (174- 64.2%), and written on language-related topics (95- 35.1%). Conclusions: the survey, coupled with previous research, showing a total of 775 doctors with similar profile to the previously researches but differing in the SLP insertion in graduate programs not only linked to the health areas, reflecting the expansion of the various performance of this professional fields.
关键词：Fonoaudiologia; Indicadores de Produção Científica; Ensino; Pesquisa