Interprofessional education at a Brazilian public university: A document analysis

Effectiveness of online interprofessional education-communication course during the COVID-19 pandemic

“…Therefore, it is crucial to evaluate the newly developed IPE communication course to provide an IPE course that is acceptable, applicable, and effective in health education. A review of IPE curricula at a public university in Brazil showed that the theoretical foundation of IPE and organizational goals are needed to set training goals, specifically shared times and mutual interests that lead to inter-professionality [ 33 ]. Interprofessional education can also be built on activities already part of the curriculum for undergraduate courses [ 33 ].…”

Characterization of interprofessional education experiences in health education at the University of São Paulo

“…This result reveals the need for teachers to get closer to their course’s PPP, as well as identifying points where it is possible to propose the inclusion of interprofessional education practices as curricular components ( 22 ) . The PPP is an instrument that includes objectives, guidelines and actions of the educational process to be developed in educational institutions, as well as characterizing both the conduct of educational practice and the evaluation criteria ( 23 , 24 ) . The lack of knowledge about whether or not the IPE initiative is included in the PPP is a relevant aspect because it may indicate a weakness in the process of institutionalizing IPE initiatives in the training activities of the analyzed courses.…”

“…The lack of knowledge about whether or not the IPE initiative is included in the PPP is a relevant aspect because it may indicate a weakness in the process of institutionalizing IPE initiatives in the training activities of the analyzed courses. Therefore, ensuring and establishing the experience of interactive IPE learning in the PPP, as a way of fostering the development of skills for collaborative practice, can help overcome obstacles and bring the different professions closer together during training, increasing the possibility of achieving interprofessional and collaborative practice after training ( 24 ) .…”