Educação Interprofissional nos cursos da área da saúde: estratégias, experiências e instrumentos

Abstract

Interprofessional Education (IPE) practices are fundamental to improve fragmented health systems worldwide, favoring collaborative work in the future. The objectives of this study were: 1) to assess whether different teaching strategies interfere with readiness, perception and skills for teamwork; 2) investigate the panorama of IPE in Physiotherapy and Medicine courses in Brazil; 3) translate and validate the Interdisciplinary Education Perception Scale - IEPS, Team Skills Scale - TSS. For the first objective, students from the Nursing, Physiotherapy, Medicine, Nutrition and Psychology courses at UFJF, enrolled in the optional subject CIS - Interprofessional Competences in Health, were randomized into two classes to learn the competencies recommended for interprofessional work. One class developed their learning through active teaching strategies, while the other class developed their learning through traditional expository classes. Both classes held discussions of problem situations related to the studied skills. Readiness, perception and skills for learning in teams were measured using the RIPLS, IEPS and TSS scales, respectively, in three moments: on the first and last day of school and six months after the end of the discipline. For the second objective, an online questionnaire was sent to all schools of physiotherapy and medicine in Brazil, registered in the e-MEC. The questionnaire contained questions about EIP activities, mandatory and / or optional. And, for the third objective, the scales were translated into Portuguese by three researchers, back-translated by a native English speaker, approved after back-translation by the original authors and applied to 484 students from the five participating courses for validation. In the study of educational strategies, 99 students participated in all stages of the study and were included. There was a significant improvement in the RIPLS, IEPS and TSS scores on the last day of school and these scores were maintained after six months for both strategies. However, there were no significant differences between the different strategies used. Likewise, student satisfaction was very good, although we did not find any differences between the strategies. For the study in schools of physiotherapy and medicine, a total of 76 (33.9%) of schools of medicine and 159 (41.4%) of schools of physiotherapy answered the questionnaire. Although the number of mandatory subjects and internships with IPE interactions is small, 68.4% of medical schools and 79.2% of physiotherapy schools have IPE initiatives. In the translation and validation of the scales, the factor analysis showed the following results: IEPS with α = 0.772, ICC = 0.817 and TSS with α = 0.924, ICC = 0.764. This study demonstrated that different educational strategies increase perception, readiness and the ability to work in teams and that these results are maintained after 6 months of intervention. Both strategies, active learning and formal learning, associated with case group discussions, had similar results. It also showed that Brazilian physiotherapy and medicine schools have IPE activities in their curricula, which are primarily elective and carried out in extracurricular projects and activities.