Interprofessional Education

Excellent Abstracts at TUFH 2018

Results of the Implementation of Interprofessional Discipline for Health Area Courses

By Roberto Z. Esteves 

 

Roberto Z. Esteves, MD, PhD is Associate Professor and Medicine Course Coordinator at Universidade Estadual de Maringá and Postgraduate Professor in HPE at Faculdades Pequeno Príncipe (BRAZIL). He has colaborated in recent years with the FAIMER – Brazil Regional Institute. 

Interview

The main intention of my project was to re-orientate the formation of health professionals towards what the society needs. For that, it is fundamental to improve the interprofessionality and to strengthen what every profession can do.

It is fundamental to develop the common competences of the seven  courses together and early, to prevent a splitted view that focus on professional conflicts and not the synergies. Actually, when students are exposed to a health system and community demanding a interprofessional design, despite their different courses, they will probably develop better common and specific skills. During their graduate course and their professional life, they will recognize that every profession has its importance and interprofessional teamwork can improve the health outcomes .

There were challenges, of course. The university and faculties had misconceptions about IPE and usually only know to work in a uniprofessional model. The dean and coordinators as stakeholders were crucial to the success. Institutional support allowed the faculty development to IPE and to review the curricula.

Academia and health services have prejudices about each other, generally due to the lack of discussion. By doing workshops with  teachers and health services professionals we allowed the alignment of the objectives and created the feeling of belonging to a common project.

We can’t expect future professionals to work in interprofessional teams when they didn’t learn the interprofessional design in their education and never saw the professors and professionals working together and respecting each other.

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Abstract

In Interprofessional Education (IPE) two or more health professions learn about each other, improving attitudes, knowledge, skills and behaviors for collaborative practice. At the State University of Maringá (UEM), the health courses present curriculum with disciplines that are hierarchical and teacher-centered. Changes are justified in search of an integral formation. Attention in Health was introduced in the curricular matrix in a mandatory way.

Objective:  to describe the results of the creation of disciplines in primary care. In the activities, the Arch of Maguerez was used as an active methodology and an evaluation system composed of cognitive, psychomotor and affective axes, articulated, continuous and systematic. In three years of activity, the discipline involved 1450 students, 65 teachers and 26 preceptors of the primary care network, producing 125 local intervention projects. The projects were discussed and carried out jointly with the preceptors of the health network.

Conclusion: IPE can be the integration between university and health services since the training of students, integrating the team and creating a future interprofessional perspective.