Perception and manifestation of collaborative competencies among undergraduate health students

Abstract

Objective: to analyze the perception and manifestation of collaborative teamwork competencies among undergraduate health students who experienced the curricular internship’s integration module from the perspective of interprofessional education. Method: qualitative study, developed with the intervention research strategy. Twenty-eight students from five undergraduate health courses participated. Data were collected in three focus group interviews conducted with the undergraduate students at the end of each semester. For data analysis, the technique of intervention research and dialectical hermeneutics adopted was based on the theoretical framework of interprofessional education in health. Results: uniprofessional culture, the experience of integration of different fields of knowledge and collaborative competencies were manifested by the students in their reports and in the actions developed by the multidisciplinary team with individuals and families, during the experience of the curricular internship’s integration module. Conclusion: the experience of integration of the curricular internship from the perspective of interprofessionality favored the perception and manifestation of collaborative competencies that are necessary for teamwork among the students.

Collaborative practices from health care teams to face the covid-19 pandemic

“…Therefore, multiprofessional teams unite workers who use specialized knowledge and juxtaposed disciplines, which can culminate in fragility in health care. Otherwise, interprofessional teams are based on problem solving, enhancing effectiveness and quality in care, providing the understanding of collaborative roles and skills for a teamwork (4,(6)(7) .…”

“…Reports about the performance among medical and nursing teams demonstrate certain elements inserted in collaborative and interdisciplinary practices, such as communication between teams, mutual cooperation and collaboration to achieve goals, which are quality in health care and assistance to contaminated patients (4)(5)(6)9) . Furthermore, simulation training aims at cooperation between health team professionals, decreasing risks and mistakes during protective and complex procedures.…”

“…Meanwhile, there is an increasing need for trained and effective professionals to deal with the health services demands. However, the hegemonic formative model guiding Brazilian health care follows unidisciplinary and uniprofessional characteristics, submitting itself to regulations for professions intended to entry in the job market reserve, focusing on physiopathological conceptions of life, isolated practices that do not contribute to team action and with health care hierarchization (4) .…”

“…In 1998, the World Health Organization, the Pan American Health Organization, universities and researchers proposed modifications to the health care training models, pointing to interprofessional education (IPE) as a method for developing collaborative skills that maximize the effectiveness and quality of health care. IPE conceptually involves integrated and interactive learning between two or more health professions, allowing specific understanding of the role of each professional and enhancing collaborative skills for teamwork (4) .…”

“…Consequently, there is a worldwide increasing need for the development of complex practices that are based on interdisciplinarity and interprofessionalism in order to achieve quality results in health care, through collaboration among professionals and expansion of interdisciplinary health care models (4)(5)(6) . Furthermore, there is an increasing perception that unidisciplinarity achieves ineffective results in front of the complexity of the health process and the illness of communities and population (4) .…”