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Centre for Teaching & Learning

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https://hdl.handle.net/20.500.14078/38

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Browsing Centre for Teaching & Learning by Subject "interprofessional education"

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    Interprofessional education in health training in Brazil: scoping review
    (2022) Prevedello, Alexandra Secreti; dos Santos Nogueira de Góes, Fernanda; Cyrino, Eliana Goldfarb
    Introduction: Interprofessional education (IPE) can be used to improve health care by promoting opportunities for students to develop competencies for teamwork, collaborative practice and comprehensive care. However, the effects of IPE implementation in the Brazilian context need to be explored. Objective: To map the Brazilian scientific production on the learning of students attending health courses in the context of IPE, challenges and advances for educators and management. Method: A scoping review was carried out to answer the following question: How does student learning occur in formative processes that use the IPE approach from the viewpoint of students, educators and managers? The search took place in the Web of Science databases, Capes, Scopus and Virtual Health Library, using the descriptor/keyword “interprofessional education.” Publications were searched from 2010 to 2020, published in Portuguese, English or Spanish, of which Brazil was the country of publication or origin of the study. We identified 145 studies; 53 were duplicated, 92 were analyzed, and 28 comprised the final sample. The findings were organized into “IPE from the student’s perspective,”; “ IPE from the educators’ perspective,”; “Advances and challenges in teaching and health management,”; “Recommendations for IPE in the Brazilian context.” Results: The target audience involved students, residents, facilitators and health staff, totaling 2,886 participants. Learning according to the IPE allows the student to recognize the integrality of patient care and the SUS as the guide of health actions. The facilitator is relevant in developing collaborative work but has little pedagogical training, motivation, and institutional support. Management understands IPE as a complementary tool, supporting other Brazilian politician reforms, but efforts are needed to promote teaching-service-community integration and endorse the integrated curriculum. Conclusion: By mapping IPE, it was identified that the studies are aligned with the SUS to transform the training and qualification of care, demonstrating the potential of IPE for health curricula. Student learning, mediated by interprofessionality, has facilitated the development of the competencies required to meet the DCNs and the needs of the SUS, despite the various challenges faced by the students, educators and management.
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    Interprofessional education’s readiness among Brazilian medical students
    (2024) Prevedello, Alexandra Secreti; dos Santos Nogueira de Góes, Fernanda; Reisdorfer, Emilene
    The study examines the readiness for shared learning based on interprofessional education (IPE) among Brazilian medical students participating in preceptorship programs. A total of 642 students from all six medical courses across a state in Brazil completed the Readiness for Interprofessional Learning Scale (RIPLS) and a sociodemographic questionnaire. The results, analyzed across three RIPLS factors—teamwork and collaboration, professional identity, and patient-centered care—reveal a positive inclination toward collaborative learning, though each factor was influenced by different variables. Teamwork and collaboration (factor 1) were significantly associated with gender, medical program semester, prior teamwork experience, and current clinical practice. Professional identity (factor 2) was shaped by gender, prior bachelor’s degree, type of university (public or private), and medical program semester. Patient-centered care (factor 3) showed significant relationships with gender, prior bachelor’s degree, type of university, medical program semester, and current clinical practice. These findings highlight the importance of acknowledging various demographic and educational variables when assessing student readiness for shared learning. Such insights can help medical programs refine their curricula and develop educational strategies to promote IPE, fostering collaborative healthcare practice in alignment with both national and international guidelines.