ABSTRACT
The purpose of this qualitative study is to analyze the configuration of a Multidisciplinary Residency Program in Health, from the perspective of the tutors, concerning the teaching-learning process in the context of interdisciplinary and interprofessional education. The data collected from focus groups and analyzed using content analysis allowed the elaboration of the following analytical categories: From effervescence to resilience: the trajectory of a Multidisciplinary Residency Program; A thin line of interdisciplinarity; The two sides of interprofessionality. In the conclusion, it is clear that the tutors' experience was positive despite the challenges imposed.
KEYWORDS
Residency in health; Mentoring; Interprofessional