Background: it is the responsibility of speech therapists to find, interpret and evaluate the available evidence in relation to strategies that solve clinical issues; these include their preferences, environment, culture and values, all related to health and well-being. Currently a common observation is that health professionals have difficulty, both at the search and development level of systematic reviews on a particular issue. As a result accessing and managing updated information then becomes challenging. It is therefore, necessary to train students beginning at the undergraduate level, in the competent search for information and critical analysis. The literature states that Evidence-Based Practice (EBP) is one of the most effective ways to learn by doing, bringing research to teaching and creating an enriched thinking process, which remains with the speech therapist throughout their life. The EBP is an educational paradigm focused on the problems or evidence of research as the best way to make decisions.

Objectives: to assess the perception of a methodological approach to systematic reviews of literature in speech therapy students.

Methods: the design was non-experimental with a descriptive scope. The population was made up of students of the research project subject, Speech Therapist degree of the Universidad Autónoma de Chile, Temuco. Sampling was not probabilistic, all were applied a questionnaire of perception of the methodology, which was previously validated through an expert panel and later submitted to an analysis of internal consistency in a group of 10 students, yielding a Cronbach's Alpha of 0.974. We carried out analysis of the data with SPSS software version 22, using exploratory and descriptive statistics, considering the type of variable and level of distribution. With regard to ethical aspects, the project was approved by the ethics committee of the Speech Therapy degree, and each of the participants agreed to be part of the research.

Results: in the study, 49 students participated (41 women and 8 men), whose median age was 23 years with a range of 8. In relation to the results regarding the perception of the methodological strategy of approaching systematic reviews in Speech Therapy students, it is possible to observe that the dimension in which they stated greater agreement was exit profile dimension (median of 25, rank of 19), followed by project development (median of 21, rank of 15), learning dimension (median of 20; range of 15); dimensions with the least agreement reported, were those related to teamwork (median of 19, range of 18) and use of ICTs (median of 16, range of 16)

Conclusions: it is possible to conclude that students consider that the methodological strategy of approaching the systematic reviews of the literature is positive. We therefore, recommend the use of this strategy in different subject areas as a basic tool for the achievement of the competences declared in the graduate profile.