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Browsing by Author "Cyrino, Eliana Goldfarb"

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    Educação interprofissional na percepção dos coordenadores de cursos de medicina
    (2025) Prevedello, Alexandra Secreti; dos Santos Nogueira de Góes, Fernanda; Cyrino, Eliana Goldfarb
    A complexidade do cuidado em saúde e as crescentes demandas têm exigido a reorientação da formação das escolas médicas brasileiras para o êxito nas transformações nas práticas em saúde e fortalecimento do Sistema Único de Saúde (SUS). A Educação Interprofissional (EIP) é reco-nhecida como uma das estratégias para o desenvolvimento da prática colaborativa entre os pro-fissionais de saúde e consolidação do SUS. O presente trabalho teve como objetivo compreender o desenvolvimento da EIP nas graduações médicas de um estado brasileiro na percepção dos coordenadores de cursos de medicina. Para tanto, realizou-se estudo exploratório de abordagem qualitativa por meio de entrevista com seis coordenadores de todos os cursos ofertados no estado em questão. Análise Temática de Conteúdo foi utilizada para análise dos dados. Verificaram-se desconhecimento, diversidade, multiplicidade e certa falta de clareza conceitual sobre o conceito e construtos da EIP, apesar do destaque à importância da EIP e o reconhecimento de espaços interprofissionais. A despeito da EIP encontrar-se nas orientações das Diretrizes Nacionais Cur-riculares, não foi possível identificar a implementação institucional sistematizada de práticas in-terprofissionais. Obstáculos para a implementação da EIP incluem a falta de apoio institucional, a dificuldade de desenvolvimento de um currículo flexibilizado para EIP e a falta de espaço físico, corpo docente e instrumento avaliativo de ações interprofissionais. A partir deste estudo explorató-rio e de seus resultados, conclui-se que, no contexto desse estado brasileiro, a EIP merece maior reconhecimento e desenvolvimento na graduação médica se de fato acreditamos na potência do trabalho em equipe colaborativa para qualificar o cuidado à população. English Abstract: The complexity of Brazilian health care and the growing demands have required the reorientation of medical education to successfully transform health practices and strengthen the Brazilian Unified Health System (SUS). Interprofessional Education (IPE) is recognized as one of the strategies for developing collaborative practice among healthcare providers and strengthening SUS. The objective is to understand the development of IE in medical courses in a Brazilian state, as perceived by course coordinators. An exploratory study with a qualitative approach was carried out through interviews with six coordinators of all courses offered in the referred state. Thematic Content Analysis was used to analyze the data. There was a lack of knowledge, diversity, multiplicity and a certain lack of conceptual clarity regarding the concept and constructs of IE, despite highlighting the importance of IE and the recognition of interprofessional spaces. Although IE is recommended by the National Curricular Guidelines, it was not possible to identify a systematic institutional implementation of IE practices. The obstacles described for the implementation of IE were scarce institutional support, the challenge of creating a flexible curriculum for IE, the lack of space, faculty and and assessment for interprofessional actions. From this exploratory study and its results, we concluded that, in the context of this Brazilian state, IE de-serves greater recognition and development in medical under graduation if we truly believe in the power of collaborative teamwork to qualify care for the population.
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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.