Formação para o trabalho interprofissional nas residências multiprofissionais em saúde dos hospitais da Universidade Federal do Rio Grande do Norte

• Ano de defesa: 2021
• Autor(a) principal: Silva, Candyce de Lima e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO NA SAÚDE
• Palavras-chave em Português: Educação em Saúde; Educação superior; Educação interprofissional; Sistema Único de Saúde
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/32135

The integral health care, essential for quality assistance, is one of the principles of the Sistema Único de Saúde (SUS) in Brazil. To meet this demand, compete to SUS ongoing training of its human resources. In this sense, Interprofessional Education is currently one of the central training axes of health education. Our goal is to examine a proposal for the IE at Multi-professional Residency Programs in Health of the Federal University of Rio Grande do Norte, linked to hospitals. This research is an exploratory study. The corpus of the research is the Pedagogical Projects of the transcribed courses and semi-directed interviews, carried out with the residents. We analyzed the Pedagogical Projects and 29 interviews through document analysis and content analysis (framework approach), respectively. The results show us that all programs propose a change from traditional health teaching practices, with the central formative objective of collaborative practice in their Pedagogical Projects, the projects have the same pedagogical matrices and evaluation system and all cite active methodologies as a learning tool. Residents have a good understanding of Interprofessional Education, which corroborates the definition presented in the literature and recognize the importance of teamwork. We perceive, however, a dissonance between the Interprofessional Education foreseen in the Pedagogical Projects and that perceived by the residents who consider the Multiprofessional Residency Programs in Health to be a fertile scenario for IE, but they report that: The uniprofessional training of undergraduate students is a threat to Interprofessional Education; The biomedical model is still hegemonic within hospitals, causing a distance from other professions with the medical course; The total separation of medical and multiprofessional residences weakens collaboration. The creation of an interprofessional thought is a challenge within Health Education; however, it will only be promoted if we expand the training activities within the Multiprofessional Residency Programs that produce solidary and collaborative interactions.