Educação interprofissional na formação em Saúde: a experiência da Universidade Federal de São Paulo, campus Baixada Santista, Santos, Brasil

Abstract

Resumo O objetivo deste artigo é descrever e analisar criticamente a experiência de formação interprofissional na graduação em Saúde em um campus de expansão de uma universidade pública federal. Assumir a educação interprofissional (EIP) como direcionadora da formação em Saúde implica no desenvolvimento de uma proposta que rompe com a centralidade em disciplinas e em perfis profissionais específicos. A descrição e análise crítica da experiência desvela os caminhos para a implementação de cursos da área da Saúde, destacando potencialidades, fragilidades e desafios para o desenvolvimento de uma proposta inovadora. Reconhece-se que as ações interprofissionais estão presentes nas diversas atividades acadêmicas e são estruturantes do cotidiano do campus, bem como as resistências à interprofissionalidade e à complexa rede com os serviços públicos. Implementar novas lógicas para formar profissionais em Saúde é, também, defender a universidade pública no país e o Sistema Único de Saúde (SUS).

Perception and manifestation of collaborative competencies among undergraduate health students

“…The uniprofessional model is naturalized in the training and work process of health professionals. The initial apprehension experienced by the students is characteristic of this model of disciplinary training, in which specific competencies are highly valued (1,3,6,(12)(13) ,…”

“…Some authors recommend it takes place at the beginning of the course, in order to reduce prejudiced stereotypes (3,12,(14)(15) ; other authors recommend it takes place at the end, given that by then the specific competencies of each course have already been consolidated, enabling greater interaction between the students from different areas, who better understand their own professional role and that of others (31) . However, it is understood that the experience of interprofessional education should be offered according to the possibilities of effective integration between students, considering the characteristics of each institution (3,(12)(13)(14)(15) . In this research, the moment of the curricular internship was perceived as viable and effective for the integration between the different courses, due to the HEI's infrastructure.…”

“…The competency-based training model emerges at the beginning of the twentieth century due to a demand from the labor market (10)(11) , in an attempt to qualify professionals to solve unexpected problems, promoting learning competencies and mobilizing knowledge, attitudes and expanded and plastic skills that are able to address the numerous and different needs of society (11) . Moreover, the development of competencies is associated with meaningful learning, whereby individuals build emotional memories experienced in their learning process (10) , which requires revising the teaching-learning process focused on the student and on practical applications of knowledge (3,(10)(11)(12)(13) .…”

“…www.eerp.usp.br/rlae of health professionals (9)(10)(11)(12)(13)(14)(24)(25) . transformation of reality (26)(27) .…”

“…The IR's development in two moments aimed to mobilize the different actors (professors, health professionals, students), encouraging them to reflect upon and discuss the model of professional training in health to build a collective instructional proposal, integrating teaching and service, so that its implementation in the course's curricula and in the practice of the services would not happen in a vertical and decontextualized manner (3,9) . holders (12) and volunteers (16) . For the analysis of the reports, the techniques of intervention research and comprehensive reading of dialectical hermeneutics (24)(25)(26)(27)(28) were adopted, with the aim of understanding the analyzers that emerged in actions and/or discourses throughout the process, from the perspective of the theoreticalconceptual frameworks of education in health and interprofessional education.…”