Perceptions and Evaluations of University Internships: Evidence from a Survey Conducted in Campania Universities

Abstract

Professional training is a fundamental element of the academicpath in the Speech-Language Pathology degree program, as itenables the acquisition of clinical skills integrated with professional practice. The study aimed to analyze the opinions, knowledge, and experiences of third-year students in Speech-Language Pathologydegree programs at Campania universities, focusing on perceptions of academic preparation, internship quality, and future professional prospects. The goal was to identify critical issues and propose improvements to the training curricula.

In 2024, a structured questionnaire was administered to 85 students, divided into five different investigative sections. The data underwent preliminary cleaning and were then analyzedusing descriptive and inferential statistics (χ² test, t-test, ANOVA). Open-ended responses were qualitatively analyzed throughthematic analysis.

77.6% of students described the study workload as "verydemanding." Satisfaction with the internship was "fairlysatisfactory" for 68.2% and "very satisfactory" for 12.9%. Inferential analysis showed significant differences (p < 0.05) between the two universities. The most frequently observeddisorders were language (87.1%), learning (82.4%), and voice (68.2%). 65.9% considered the training "fairly complete," while27.1% judged it "incomplete."

The internship is perceived as an essential element in the development of professional skills for speech-languagepathologists, but critical issues emerge regarding the high study workload, limited experience in adult and geriatric settings, and lack of career guidance services. Postgraduate training appearsnecessary to complete professional preparation. The combined use of quantitative and qualitative assessment tools is recommendedfor continuous monitoring and improvement of the quality of university teaching in healthcare.