Embedding Interprofessional Learning into Undergraduate Health Science Programmes: Developing an Interprofessional Learning Zone (IPLZ)

Flood, Brenda; Morgan, Christine

doi:10.1007/978-3-030-40281-5_10

Cited by 1 publication

(2 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Isso porque é uma abordagem educacional eficiente que enfatiza o aprendizado interativo entre as diferentes profissões com vistas a fortalecer parcerias, incentiva buscar resolver problemas ativamente em equipes interprofissionais. Portanto, os prepara para a prática clínica futura e os ajuda a moldar os aspectos interprofissionais desejáveis de comunicação, através do respeito aos papéis uns dos outros (Flood & Morgan, 2020).…”

Section: Discussionunclassified

“…A EIP atraiu interesse internacional porque tende a substituir as barreiras à prática centrada na pessoa, como a competição entre os profissionais de saúde, pela colaboração e parceria, interesse e disposição para o trabalho em equipe, melhora da comunicação e desconstrução de hierarquias e desequilíbrios de poder, em compromisso com a igualdade e a responsabilidade coletiva (D'Amour et al, 2005). Estudos têm demonstrado a satisfação dos alunos e os resultados positivos de experiências dessa aprendizagem, com o aprimoramento do reconhecimento sobre outras profissões, melhor compreensão dos seus papéis, mudanças de atitudes e comportamentos em relação aos parceiros interprofissionais, valorizando o atendimento centrado na pessoa (Flood & Morgan, 2020;Peduzzi & Agreli, 2018).…”

Section: Discussionunclassified

See 1 more Smart Citation

Interprofessionalism and teamwork: A necessary (re)construction during the health education process

Diniz¹,

Paula²,

Villela³

2022

New Trends in Qualitative Research

View full text Add to dashboard Cite

Introduction: In Brazil, there is an effort to incorporate interprofessional education (IPE) in policies that induce professional reorientation in health. In this context, the Education Program through Work for Health - Interprofessionality (PET-I) stands out, which applies the theoretical and methodological bases of the IPE to promote curricular changes for undergraduate courses in the health area, in addition to initiatives of permanent education. Objectives: To describe the experiences and knowledge collectively built in the implementation of PET-I in a public university in the Brazilian Midwest. Methods: Exploratory study carried out through documental analysis of portfolios and conducting two focus groups with PET-I participants (before and after interventions proposed by PET-I). For analysis, content analysis was adopted. Results: From the analysis of the responses of the Focus Groups and of the portfolios, three categories emerged. This study chose to focus on the category: Interprofessionality and teamwork. In the first focus group, it was possible to identify speeches that evidenced the competition in the daily routine of the teams in the health services. After the experience in the PET-I, during the conduction of the second focus group, there was a maturation in the understanding of IPE, in view of the improvement of their skills with interprofessional work and the debate on the reality of health education in the country. Conclusions: The activities proposed by PET-I sought to develop collaborative skills by giving more autonomy to participants, encouraging protagonism for greater interprofessional collaboration in the activities performed. Therefore, it was necessary for the members to know and trust each other and communicate to develop a collective work, and the adoption of focus groups as a method was essential to guarantee the interaction between the participants. This experience was the great trigger for learning and reflection on comprehensive care and teamwork.

show abstract

Section: Discussionunclassified