Challenges of Interprofessionalismin the Multiprofessional Preceptorship of Universidade Aberta do Sistema Único de Saúde
evaluation of the curricular structure and pedagogical strategies
DOI:
https://doi.org/10.5712/rbmfc19(46)4463Keywords:
Interprofessional education, Preceptorship, Primary Health Care, Interdisciplinary placement.Abstract
Introduction: The Multiprofessional Preceptor Improvement Program of the Open University of the Unified Health System (UNA-SUS), launched in 2022, aims to strengthen the training of multiprofessional preceptors and promote collaborative practices based on the principles of SUS. This study analyzed the challenges of interprofessionalism in the first edition of the program. Objective: To evaluate the challenges of interprofessionalism in the Multiprofessional Preceptor Improvement Program of UNA-SUS, focusing on the analysis of the curricular structure and the pedagogical strategies adopted. Methods: An evaluation study carried out between 2022 and 2023, using a mixed approach. The sample included preceptors who completed the program’s 22 courses, with participation of 16,617 people in the quantitative phase and 392 in the qualitative phase. Data were collected through surveys, electronic questionnaires, focus groups, and document analysis. Quantitative analysis used the free software Jamovi version 1.6, while qualitative data were analyzed with Atlas.ti version 23. Results: The analysis revealed a predominance of female professionals (81.2%) and that the majority of course participants (40%) worked in hospital services. The curricular structure was considered adequate to achieve the learning objectives but presented limitations in the practical application of the content in scenarios outside primary care. The centrality of the medical professional in the courses was an identified weakness, which goes against the principles of interprofessionalism. Conclusions: The results suggest the need to review the program to promote a more robust interprofessional approach. Curricular review is recommended to diversify practice scenarios and equalize the representation of different professional categories, as well as adapting pedagogical strategies to include a wider variety of characters and professional contexts.
Downloads
Metrics
References
Ribeiro AA, Giviziez CR, Coimbra EAR, Santos JDD dos, Pontes JEM de, Luz NF, et al. Interprofissionalidade na atenção primária: intencionalidades das equipes versus realidade do processo de trabalho. Esc Anna Nery 2022;26:e20210141. DOI: https://doi.org/10.1590/2177-9465-ean-2021-0141
Brasil. Ministério da Saúde. Portaria nº 2.436, de 21 de setembro de 2017. Aprova a Política Nacional de Atenção Básica, estabelecendo a revisão de diretrizes para a organização da Atenção Básica, no âmbito do Sistema Único de Saúde (SUS). Diário Oficial da União. 2017 Sept 22;183(seção 1):68.
Institute of Medicine (US). The Future of Nursing: Leading Change, Advancing Health. Washington (DC): National Academies Press; 2011. https://doi.org/10.17226/12956 DOI: https://doi.org/10.17226/12956
Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, et al. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Med Teach 2016;38(7):656-68. https://doi.org/10.3109/0142159X.2016.1173663 DOI: https://doi.org/10.3109/0142159X.2016.1173663
Barr H, Koppel I, Reeves S, Hammick M, Freeth D. Effective interprofessional education: argument, assumption and evidence. John Wiley & Sons; 2005. DOI: https://doi.org/10.1002/9780470776445
Sangaleti C, Schveitzer MC, Peduzzi M, Zoboli ELCP, Soares CB. Experiences and shared meaning of teamwork and interprofessional collaboration among health care professionals in primary health care settings: a systematic review. JBI Database System Rev Implement Rep 2017;15(11):2723-88. https://doi.org/10.11124/JBISRIR-2016-003016 DOI: https://doi.org/10.11124/JBISRIR-2016-003016
Thistlethwaite J. Interprofessional education: a review of context, learning and the research agenda. Med Educ 2012;46(1):58-70. https://doi.org/10.1111/j.1365-2923.2011.04143.x DOI: https://doi.org/10.1111/j.1365-2923.2011.04143.x
Curran VR, Sharpe D, Forristall J, Flynn K. Student satisfaction and perceptions of small group process in case-based interprofessional learning. Med Teach 2008;30(4):431-3. https://doi.org/10.1080/01421590802047323 DOI: https://doi.org/10.1080/01421590802047323
Gilbert JHV, Yan J, Hoffman SJ. A WHO report: framework for action on interprofessional education and collaborative practice. J Allied Health 2010;39 Suppl 1:196-7. PMID: 21174039
Yannoulas SC, organizador. Trabalhadoras: análise da feminização das profissões e ocupações. Brasília: Abaré; 2013. 302 p.
Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet 2010;376(9756):1923-58. https://doi.org/10.1016/S0140-6736(10)61854-5 DOI: https://doi.org/10.1016/S0140-6736(10)61854-5
D’Amour D, Oandasan I. Interprofessionality as the field of interprofessional practice and interprofessional education: an emerging concept. J Interprof Care 2005;19 Suppl 1:8-20. https://doi.org/10.1080/13561820500081604 DOI: https://doi.org/10.1080/13561820500081604
Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev 2013;2013(3):CD002213. https://doi.org/10.1002/14651858.CD002213.pub3 DOI: https://doi.org/10.1002/14651858.CD002213.pub3
Kirkpatrick DL, Kirkpatrick JD. Evaluating training programs: The four levels. 3rd ed. San Francisco: Berrett-Koehler Publishers; 2006.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Márcio Flávio Moura de Araújo, Diego Diz Ferreira , Marina Marina Bastos Paim, Maria Fernanda Vásquez Valencia, Michelle Juliana Pereira da Silva, Alysson Feliciano Lemos, Kellen Cristina da Silva Gasque
This work is licensed under a Creative Commons Attribution 4.0 International License.
By submitting a manuscript to the RBMFC, authors retain ownership of the copyright in the article, and authorize RBMFC to publish that manuscript under the Creative Commons Attribution 4.0 license and identify itself as the vehicle of its original publication.
