Introduction. According to the Federal Law No. 273-FZ dated December 29, 2012, "On Education in the Russian Federation," educational institutions of higher education are required to ensure the openness and accessibility of information about their activities. One of the tools for ensuring the openness of a university is its annual self-evaluation report. However, the lack of detailed requirements for its content leads to a high degree of variability in the published materials and limits their usefulness for external consumers, especially in terms of reflecting the career guidance work that is an integral part of the educational process in medical universities. Objective. To conduct a comparative analysis of the self-examination reports of medical universities in the Russian Federation for 2025, and to assess the completeness and quality of the reflection of career guidance activities as one of the elements of the educational organization's information transparency. Materials and methods. A one-time study of the self-examination reports of 44 medical universities subordinate to the Ministry of Health of the Russian Federation was 6554conducted. A checklist was developed for evaluation, which includes 31 criteria grouped into seven blocks: pre-university training; targeted admission to a specialty; sociological monitoring of the quality of education; adaptation, mentoring, and educational activities; development of practical skills among students; career centers and work with employers; results of accreditation and employment. Research methods: content analysis, statistical, analytical. Results. The average score on the checklist was 20.5±5.7, with individual scores ranging from 5.5 to 29.5 (with an amplitude of 24 points), indicating significant heterogeneity in the reports. The most comprehensive information was provided on pre-university training and the availability of career centers. Discussion. As part of the study, the authors evaluated information related to career guidance activities as one of the elements of the educational process. A comparative analysis of self-assessment reports showed significant differences in the information published. The guidelines for conducting self-assessment of higher education institutions outline the general structure of the report. Conclusion. The self-assessment report is an important channel for informing applicants, students, and employers about the university's career guidance activities. However, the identified variability and fragmented presentation of data limit its potential as a reliable source of information for professional self-determination and personnel planning.