Introduction Interprofessional education (IPE) offers relevant theoretical, conceptual and methodological approaches to the development of effective teamwork competencies. Objective To analyse an interprofessional experience of teaching‐service‐community integration carried out at a public university in the South of Brazil. Methods A case study with a qualitative approach was carried out. The study's participants were thirty‐eight undergraduate dental students who attended the IPE activity between 2012 and 2019. Data collection was developed in two sequential steps that included the application of an online instrument and semi‐structured interviews. The textual material was interpreted by content analysis, considering Kirkpatrick's evaluation levels (reaction, learning and behaviour). Results In the reaction level, students highlighted the contents provided by the National Curricular Guidelines regarding public health system and teamwork, as well as the pedagogical teaching proposal by tutoring groups, which stimulated students’ autonomy. It was observed that the learning was geared towards the development of collaborative teamwork competencies and cultural competencies. In the behaviour level, students perceived positive changes in their attitudes and behaviours towards patients, focused on needs related to life conditions, realising that dentists may work within a team. The elective/optional nature of the experience allied with the absence of other IPE activities in the curricular grid showed to be challenging. Conclusion IPE in undergraduate education presented positive results related to the reaction, learning and behaviour of dental students. We recommend the inclusion of interprofessional activities of teaching‐service‐community integration in Dentistry curricular structure to complement uniprofessional education.
Este estudo objetiva avaliar o impacto de cursos stricto sensu no trabalho de servidores públicos universitários não vinculados ao exercício da docência. A partir de uma survey, foram coletadas 211 respostas válidas, submetidas à análise descritiva de dados, análise fatorial confirmatória, análise de correlação e regressão linear múltipla. Identificou-se que cursos stricto sensu contribuíram para o desenvolvimento de competências no trabalho e geraram impactos operacionais e comportamentais no trabalho. Associações significativas e positivas foram encontradas entre variáveis individuais, contextuais, de aprendizagem e de impacto no trabalho. Níveis de cursos e aplicabilidade das pesquisas ao trabalho influenciaram o desempenho dos construtos. O estudo contribui tanto para a compreensão dos efeitos de cursos stricto sensu no trabalho não vinculado à docência, quanto para sua importância na gestão universitária.
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