Interprofessional Education in Master’s and Doctoral programs: postgraduate students’ perception

This research was developed in the context of postgraduate studies in the area of health and aimed to analyze the perception of students who attended the discipline Teacher Education in Health in relation to the principles of Interprofessional Education. Interprofessional Education has remarkable characteristics: Teamwork, discussion of roles and responsibilities, commitment to the solution of problems, permanent exercise of dialog, and negotiation in decision-making. A Likert-type instrument was answered by 79 estudents. The data underwent statistical and content analyses. The nucleus ‘Discipline’s Guiding Principles’ indicates that working in teams is possible and may be a path towards the development of teachers committed to the health professionals education aligned with the principles of the Brazilian National Health System (SUS).

Keywords:
Interprofessional education; Teacher education; Postgraduate studies

Authorship

Maria Aparecida de Oliveira Freitas

Programa de Pós-Graduação Ensino em Ciências da Saúde, Universidade Federal de São Paulo (Unifesp). Rua Pedro de Toledo, 859, Vila Clementino. São Paulo, SP, Brasil. 04039-032. maofreitas@unifesp.brPrograma de Pós-Graduação Ensino em Ciências da Saúde, Universidade Federal de São Paulo (Unifesp). Rua Pedro de Toledo, 859, Vila Clementino. São Paulo, SP, Brasil. 04039-032. maofreitas@unifesp.brBrazilSão Paulo, SP, BrazilPrograma de Pós-Graduação Ensino em Ciências da Saúde, Universidade Federal de São Paulo (Unifesp). Rua Pedro de Toledo, 859, Vila Clementino. São Paulo, SP, Brasil. 04039-032. maofreitas@unifesp.br

Gabriela Souza dos Santos Demarchi

Pós-Graduanda do Programa de Pós-Graduação Interdisciplinar em Ciências da Saúde (Mestrado), Unifesp. Santos, SP, Brasil. gabriela.demarchi@hotmail.comPós-Graduanda do Programa de Pós-Graduação Interdisciplinar em Ciências da Saúde (Mestrado), Unifesp. Santos, SP, Brasil. gabriela.demarchi@hotmail.comBrazilSantos, SP, BrazilPós-Graduanda do Programa de Pós-Graduação Interdisciplinar em Ciências da Saúde (Mestrado), Unifesp. Santos, SP, Brasil. gabriela.demarchi@hotmail.com

Rosana Aparecida Salvador Rossit

Programa de Pós-Graduação Interdisciplinar em Ciências da Saúde, Unifesp. Santos, SP, Brasil. rorossit.unifesp@gmail.comPrograma de Pós-Graduação Interdisciplinar em Ciências da Saúde, Unifesp. Santos, SP, Brasil. rorossit.unifesp@gmail.comBrazilSantos, SP, BrazilPrograma de Pós-Graduação Interdisciplinar em Ciências da Saúde, Unifesp. Santos, SP, Brasil. rorossit.unifesp@gmail.com

Contributors

Maria Aparecida de Oliveira Freitas was responsible for the conception and design of the project, data collection and analysis, discussion of the results, the writing of the manuscript, and for the approval of the article’s final version. Gabriela Souza dos Santos Demarchi was responsible for constructing and organizing the database and for reviewing and formatting the text and the references. In addition, she participated in the discussion of the results and in the approval of the manuscript’s final version. Rosana Aparecida Salvador Rossit supervised the creation of the project and was responsible for the writing of the manuscript, the discussion of the results, and the approval of the manuscript’s final version.

SCIMAGO INSTITUTIONS RANKINGS

Figures | Tables

Figures (1)
Tables (1)

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Graph 1
Means of the assertions in the Directing Nucleus Discipline’s Guiding Principles

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Chart 1
Assertions that compose the Directing Nucleus Discipline’s Guiding Principles

Graph 1 Means of the assertions in the Directing Nucleus Discipline’s Guiding Principles

Chart 1 Assertions that compose the Directing Nucleus Discipline’s Guiding Principles

A¹⁵15. Araujo EC, Batista SH, Gerab IF. A produção científica sobre docência em saúde: um estudo em periódicos nacionais. Rev Bras Educ Med. 2011; 35(4):486-92. - Based on the experience I had of interprofessionality and collaborative practice during the discipline Teacher Education in the Area of Health, I understand the importance of teaching within this perspective.

A¹⁶16. Barr H. Interprofessional education: the genesis of a global movement [Internet]. London: Centre for Advancement of Interprofessional Education; 2015 [citado 6 Jul 2018]. Available from: https://www.caipe.org/resources/publications/barr-h-2015-interprofessional-education-genesis-global-movement. - Attending the discipline Teacher Education in the Area of Health made me rethink teaching in terms of breaking with the logic of banking education and analyzing, with students, the articulation between Health and Education for significant learning practices.

A¹⁷17. Vasconcellos MMM, Sordi MRL. Formar professores universitários: tarefa (im)possível? Interface (Botucatu). 2016; 20(57):403-14. - The interaction of postgraduate students with different backgrounds is fundamental to the process of learning and developing competencies (knowledge, skills, attitudes) targeted at teamwork and interprofessionality.

A¹⁸18. Batista NA. Educação interprofissional em saúde: concepções e práticas. Cad Fnepas. 2012; 2:25-8. - The discipline Teacher Education in the Area of Health was an innovative experience in the field of interprofessional learning that favored dialog, negotiation of knowledge, exchange of experiences, and affectivity.

A¹⁹19. Rossit RAS, Batista SH, Batista NA. Formação interprofissional em saúde: percepção de egressos de cursos de graduação da Unifesp Baixada Santista. In: Atas do 9o Encontro Nacional de Pesquisa em Educação em Ciências; 2013 Nov 10-14; Águas de Lindóia, São Paulo. Rio de Janeiro: Associação Brasileira de Pesquisa em Educação em Ciência; 2013 [citado 6 Jul 2018]. Disponível em: http://www.nutes.ufrj.br/abrapec/ixenpec/atas/resumos/R1395-1.pdf. - The relationship between educational innovation and teacher education is determinant for transformations triggered by educational policies.

A²⁰20. Miranda L, Rivera FJU, Artmann E. Trabalho em equipe interdisciplinar de saúde como um espaço de reconhecimento: contribuições da teoria de Axel Honneth. Physis. 2012; 22(4):1563-83. - The discipline Teacher Education in the Area of Health enabled students to understand what Interprofessional Education is and how to develop it.

A²¹21. Batista NA, Batista SH. Docência em saúde: temas e experiências. 2a ed. São Paulo: Senac; 2014. - The teacher’s mediation during the discipline was fundamental to the understanding of the teacher’s role in higher education.

A²²22. Peduzzi M. O SUS é interprofissional. Interface (Botucatu). 2016; 20(56):199-201. - Learning how to teach students “ones with the others, ones about the others, and ones for the others” was a new and challenging experience.

A²³23. Organização Mundial da Saúde. Departamento de Recursos Humanos para a Saúde. Marco para ação em educação interprofissional e prática colaborativa [Internet]. Genebra: OMS; 2010 [citado 6 Jul 2018]. Disponível em: http://www.paho.org/bra/images/stories/documentos/marco_para_acao.pdf. - The discipline Teacher Education in the Area of Health promoted the understanding of the roles and responsibilities of different professions when we had to plan learning strategies for interprofessional groups.

A²⁴24. Knowles MS, Holton EF, Swanson RA. Aprendizagem de resultados: uma abordagem prática para aumentar a efetividade da educação corporativa. Holler SA, tradutor. 2a ed. Rio de Janeiro: Elsevier; 2009. - We learn how to teach in the perspective of interprofessional education reflecting on experiences, sharing knowledge, constructing collective projects, and planning intervention strategies.

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Interprofessional Education in Master’s and Doctoral programs: postgraduate students’ perception

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[1] Contributors

Maria Aparecida de Oliveira Freitas was responsible for the conception and design of the project, data collection and analysis, discussion of the results, the writing of the manuscript, and for the approval of the article’s final version. Gabriela Souza dos Santos Demarchi was responsible for constructing and organizing the database and for reviewing and formatting the text and the references. In addition, she participated in the discussion of the results and in the approval of the manuscript’s final version. Rosana Aparecida Salvador Rossit supervised the creation of the project and was responsible for the writing of the manuscript, the discussion of the results, and the approval of the manuscript’s final version.