Ideas for the development of the interprofessional education and practice field: An update

Buscou-se compreender a percepção de residentes e preceptores sobre a multiprofissionalidade e a interprofissionalidade de uma Residência Integrada Multiprofissional em Saúde Hospitalar. Foi realizado um estudo com abordagem qualitativa, envolvendo o Grupo Focal como estratégia de produção de dados, apreciados por meio da análise de conteúdo de Bardin. Na prática, os conceitos sobre multiprofissionalidade e interprofissionalidade ainda são fragilizados. Contudo, foram elencadas ferramentas que podem auxiliar nessa efetivação, inclusive, com vistas ao fomento do trabalho colaborativo. Há confusão e dualidade quanto ao (re)conhecimento do papel dos residentes nos cenários de prática. O preceptor consiste em um importante ator nas Residências Multiprofissionais em Saúde. Apesar dos avanços percebidos, a viabilização da interprofissionalidade ainda se configura como um desafio do setor saúde. Nesse contexto, os processos formativos contínuos, com base na educação interprofissional, constituem ferramentas estratégicas.

Section: As Dimensões Da Multiprofissionalidade E Da Interprofissionaunclassified

Multiprofissionalidade e interprofissionalidade em uma residência hospitalar: o olhar de residentes e preceptores

Araújo

Vasconcelos

Pessoa

et al. 2017

“…In a recent study about the development of IHE, Reeves 3,4 argues that there is a series of fundamental empirical and theoretical gaps about IHE and Collaborative Interprofessional Practice (CIP) that need to be filled so that studies about these two fields can advance.…”

Section: Introductionmentioning

confidence: 99%

“…Although he recognizes that advances have been made in the field of IHE and collaborative practice, Reeves 3 believes that new investigations are needed, based on five essential points: 1)…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Construção da identidade profissional na Educação Interprofissional em Saúde: percepção de egressos

Rossit

Freitas

Batista

et al. 2018

This is an exploratory, descriptive-analytical study, qualitative and longitudinal in nature. It presents the perception of graduates about the construction of professional identity from the perspective of Interprofessional Education, with data collected in interviews with graduates of the program from six health professions. The results were organized into guiding nuclei and processed using content analysis. The results are presented as regards the nucleus Interprofessional Education and the construction of professional identity. The participants reported their educational experience with this innovative, interprofessional and interdisciplinary curriculum, giving emphasis to the opportunity for collaborative and interprofessional practices as important to developing, constructing and reinforcing professional identity in each area of education by recognizing the specificities of other areas. The graduates also highlighted the definition of their own professional field and their role in such teams, as well as the expansion of their professional outlook.

“…I also believe that engagement with social sciences theory is another key element to not only designing and developing IPE, but generating detailed analyses about the nature of this type of education and how such factors like imbalances in professional power/status continued to deeply affect the interprofessional relationships of individuals participating in IPE (developers, facilitators and learners). Readers interested in understanding these issues in a little more depth may find the following papers of interest [1][2][3] . Crucially, I believe a central element to building IPE in Brazil is the need for collective action amongst a group of like-minded colleagues to expand IPE debates DOI: 10.1590/1807-57622015.0729 activities locally, regionally and nationally.…”

mentioning

confidence: 99%

Reply

Reeves

2016

Self Cite

I thoroughly enjoyed reading the three papers from Professors Nildo Alves Batista and Sylvia Helena, Marcelo Viana da Costa and Marina Peduzzi responding to my review paper on interprofessional education (IPE). Collectively, I think these contributions make a number of excellent points about IPE within Brazilian context. Each paper thoughtfully explored a range of differing, but inter-connected, elements related to developing and implementing IPE in a country which has only recently engaged with this form of health professions education. Based on my experiences of studying IPE in the United Kingdom, Canada and the United States for over the last 20 years, these authors have helpfully outlined some key pedagogical, professional and organisational challenges which can impede IPE from being successfully seeded, nurtured and then sustained. I therefore think that Brazilian colleagues about to engage with growing IPE in their respective institutions should consider the various elements highlighted in this collection of IPE papers. In doing so, colleagues will be much better prepared to tackle, and also overcome, the array of issues (e.g. teaching/learning, logistical, financial) they will encounter in their IPE curriculum development work.These papers also provide a useful 'springboard' for thinking about next steps for IPE in Brazil. At this point, one could ask the following question: where do we go from here? For me, I believe that critical engagement in the IPE literature is extremely important. Such engagement will help colleagues review the nature of the IPE evidence-base to understand what IPE approaches have been successful and what have been more problematic. Of course, careful contextual interpretation is needed to ensure research findings generated, for example, in Western Europe and North American can be transferred into the Brazilian context. I also believe that engagement with social sciences theory is another key element to not only designing and developing IPE, but generating detailed analyses about the nature of this type of education and how such factors like imbalances in professional power/status continued to deeply affect the interprofessional relationships of individuals participating in IPE (developers, facilitators and learners). Readers interested in understanding these issues in a little more depth may find the following papers of interest 1-3 . Crucially, I believe a central element to building IPE in Brazil is the need for collective action amongst a group of like-minded colleagues to expand IPE debates