Recomendações e lições aprendidas a partir da adoção da Educação Interprofissional na Residência Multiprofissional em saúde
INTRODUCTION: The residency in the health area is characterized as a lato sensu postgraduate course. The medical field was a pioneer in offering this type of specialization, and its good functioning served as a model to expand in other areas of health. In this sense, there is a uniprofessional tr...
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Formato: | Dissertação |
Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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Endereço do item: | https://repositorio.ufrn.br/handle/123456789/31847 |
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Resumo: | INTRODUCTION: The residency in the health area is characterized as a lato sensu
postgraduate course. The medical field was a pioneer in offering this type of specialization,
and its good functioning served as a model to expand in other areas of health. In this sense,
there is a uniprofessional tradition in the curricular structuring of multiprofessional
residences in health where, even with the regulation for the exercise of thirteen categories,
interprofessional initiatives happen in a partial way, not exploring all their potential and
applicability. OBJECTIVES: To analyze the process of adopting interprofessional health
education in the multiprofessional health residency from the perspective of residents and
teachers. The specific objectives were: to discuss the strengths and weaknesses of the
methodologies for adopting interprofessional education in RMS from the perspective of
residents and teachers; to identify the lessons learned to strengthen interprofessional
education in the RMS; discuss recommendations for strengthening IPE in the RMS; and
identify needs and challenges related to teacher development for IPE in the context of the
RMS. METHODOLOGY: Based on the problem and purposes, this is a study with a
qualitative approach and a descriptive-exploratory character. The study was developed with
the multiprofessional residency classes in health at the headquarters of the Multicampi
School of Medical Sciences located in the municipality of Caicó / RN, an integrative unit of
the State University of Rio Grande do Norte. The study counted on the participation of
residents and permanent teachers participating in both residency programs. The research data
were collected through unstructured interviews applied to teachers and focus groups that
were conducted with residents of both professional programs of the multiprofessional
residency. The collected data were analyzed using the theoretical framework of Bardin,
where content analysis was used, with subsequent construction of categories. The content
analysis technique presupposes some steps, defined by Bardin as: pre-analysis; exploration
of the material or coding; treatment of the results obtained, inference and interpretation.
RESULTS: The main learnings mentioned were: strengthening the training process from an
interprofessional and collaborative perspective, developing collaborative skills for effective
teamwork, expanding the user's understanding, and their needs, as the center of the health
services production process. The most relevant recommendations were: teacher development
to align with the theoretical-conceptual and methodological frameworks of interprofessional
education in the multiprofessional health residency and group discussions among residents
to share learning and collective knowledge construction. |
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