Interprofessional Health Education: the reality of undergraduate courses

• Grant number: 20/11482-0
• Support type: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): June 01, 2021
• Effective date (End): November 30, 2021
• Field of knowledge: Health Sciences - Speech Therapy
• Principal researcher: Daniela Regina Molini-Avejonas
• Grantee: Heloisa Adhmann Ferreira
• Home Institution: Faculdade de Medicina (FM). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

Interprofessional Health Education occurs when two or more professions learn about others, with others and with each other for effective collaboration and improvement of results. Collaborative practice occurs when health professionals from different areas provide services based on comprehensiveness, involving patients and their families, caregivers and communities for the highest quality health care at all levels of the service network (including clinical work and non-clinical related to health, such as diagnosis, treatment, surveillance, health communication, health administration and engineering).That is, in order to achieve comprehensive care, it is necessary that collaborative practices are carried out efficiently from the moment that the health professionals themselves acquired the opportunity for an interprofessional education.The Ministry of Education advocates the principle of inseparability between teaching, research and extension because they are the pillars that stimulate the training of professionals with technical, scientific, technological and academic qualifications, as well as professional performance guided by the critic, guided by citizenship and with a role higher education. The National Curriculum Guidelines (DCN) acquire the profile of a generalist, humanist, critical, reflective, proactive and creative professional who will graduate in health.Knwoing that the training process is articulated, guided and directed to SUS and that guarantees the attention of the population's real health needs. This becomes essential for training: the development of skills for interprofessional work, as well as the engagement of different professions in the discussion of daily work, that is, the orientation to the integrality of care and the articulation between actions and services in networks of attention in the SUS to exercise the requirement of new roles of professionals for a collaborative performance in multiprofessional teams. In this scenario, we face provocations of fragmented practices both in training and in professional health work.Thus, this research aims to assess the availability of public university students in the state of São Paulo for complete learning with students from other areas.The study will be carried out in a transversal, observational, descriptive and quantitative approach through the "Readiness Scale for Interprofessional Learning (RIPLS)" translated and validated for Portuguese.