Formação interprofissional em saúde em tempos de pandemia: análise do contexto, organização e relações no deslocamento do presencial para o remoto em cursos de graduação
Data
2023-04-14
Autores
Silva, Cynthia Girundi 
Orientadores
Uchôa-Figueiredo, Lúcia da Rocha
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Em virtude da pandemia de covid-19 fez-se necessário analisar a formação
interprofissional dos cursos de graduação em saúde do Instituto Saúde e Sociedade,
da Universidade Federal de São Paulo - campus Baixada Santista, que passaram a
ofertar as atividades em formato de ensino remoto emergencial, por meio das
Atividades Domiciliares Especiais. Para isso o objetivo desta pesquisa foi analisar a
organização e as interações do processo de ensino aprendizagem interprofissional
nos cursos de graduação em saúde nos contextos presencial e remoto. Foi utilizado
um desenho misto de triangulação concomitante, com uma etapa quantitativa
(QUAN) e uma qualitativa (QUAL), a partir da análise dos Eixos Comuns do projeto
pedagógico dos cursos, nas quais participaram docentes da Unifesp e estudantes
matriculados nestes eixos. Na etapa QUAN os estudantes responderam ao
questionário padronizado Readiness Interprofessional Learning Scale (RIPLS)-40,
versão brasileira e o Questionário sobre Interprofissionalidade e Processo de
Formativo Discente Presencial e Online, criado pelas pesquisadoras para avaliar
questões sociodemográficas, de acesso e familiaridade com tecnologias digitais e da
interprofissionalidade no processo de ensino-aprendizagem. Já os docentes
responderam somente o Questionário sobre Interprofissionalidade e Processo de
Trabalho Docente Presencial e Online, para também analisar os fatores acima
citados na perspectiva dos professores. Na etapa QUAL os docentes e estudantes
foram convidados a participar de entrevistas em profundidade, por meio da técnica
de amostragem tipo bola de neve, para aprofundarmos as questões das vivências e
demandas geradas no ensino interprofissional devido a pandemia. Ambas as etapas
foram realizadas por meio do uso de plataformas digitais. Os dados da etapa
quantitativa foram analisados por estatística descritiva e inferencial com auxílio do
software IBM SPSS e IBM SPSS-AMOS, e os dados qualitativos foram analisados
com a técnica de análise de discurso a partir da hermenêutica comunicativa
habermasiana e do discurso coletivo de Lefêvre, com auxílio do software Atlas.ti.
Este estudo identificou uma diminuição na disponibilidade para a aprendizagem
interprofissional e no estímulo de competências interprofissionais quando
comparados os contextos pré e pós-pandemia. Além disso, observamos que o
desenvolvimento docente é essencial para a sustentabilidade da formação
interprofissional. Foi possível perceber a importância da formação dos docentes e da
experiência dos estudantes para apoiar essa proposta formativa, bem como as
tensões que existem nas relações entre as diferentes áreas de formação. A
pandemia apresentou inúmeros desafios para a formação interprofissional, mas
também impulsionou mudanças positivas na relação entre professores e estudantes
e na abordagem coletiva para lidar com os desafios. Portanto, é necessário criar
espaços para o diálogo e o consenso, com o desenvolvimento dos professores e
interações mais horizontais com os estudantes como base para essa discussão
pautada na colaboração. Apesar das limitações encontradas nesta pesquisa, este
estudo contribui para a compreensão dos desafios e possibilidades da formação
interprofissional e pode ajudar na implementação de práticas educacionais mais
efetivas e colaborativas.
Due to the covid-19 pandemic, it became necessary to analyze the interprofessional education of the undergraduate health courses at the Health and Society Institute of the Federal University of São Paulo - Baixada Santista campus, which began to offer activities in emergency remote teaching using the format of special home activities. The aim of this research was to analyze the organization and interactions of the interprofessional teaching and learning process in health undergraduate courses in both face-to-face and remote contexts. A mixed design of concomitant triangulation was used, with a quantitative (QUAN) and a qualitative (QUAL) stage, based on the analysis of the Common Axes of the courses' pedagogical project, in which Unifesp faculty and students enrolled in these axes participated. In the QUAN stage, students responded to the standardized Readiness Interprofessional Learning Scale (RIPLS)- 40 Brazilian version questionnaire and the Questionnaire on Interprofessionality and Student Formative Process in Face-to-face and Online Contexts, created by the researchers to evaluate sociodemographic, access and familiarity with digital technologies, and interprofessionality in the teaching-learning process. Teachers responded only to the Questionnaire on Interprofessionality and Face-to-face and Online Teaching Process, also to analyze the factors mentioned above from the perspective of teachers. In the QUAL stage, teachers and students were invited to participate in in-depth interviews using the snowball sampling technique to further explore the issues arising from interprofessional teaching during the pandemic. Both stages were carried out using digital platforms. The quantitative data were analyzed by descriptive and inferential statistics by IBM SPSS and IBM SPSS-AMOS software, and the qualitative data was analyzed using the discourse analysis technique based on habermasian communicative hermeneutics and Lefêvre's collective discourse, with the assistance of Atlas.ti software. This study identified a decrease in readiness for interprofessional learning and in the stimulation of interprofessional competencies when comparing pre- and post-pandemic contexts. Additionally, we observed that faculty development is essential for the sustainability of interprofessional education. It was possible to perceive the importance of teacher training and student experience to support this formative proposal, as well as tensions that exist in the relationships between different areas of education. The pandemic presented numerous challenges for interprofessional education, but also propelled positive changes in the relationship between teachers and students and in the collective approach to deal with challenges. Therefore, it is necessary to create spaces for dialogue and consensus, with the development of teachers and more horizontal interactions with students as a basis for this collaboration-focused discussion. Despite the limitations found in this research, this study contributes to the understanding of the challenges and possibilities of interprofessional education and may help in the implementation of more effective and collaborative educational practices.
Due to the covid-19 pandemic, it became necessary to analyze the interprofessional education of the undergraduate health courses at the Health and Society Institute of the Federal University of São Paulo - Baixada Santista campus, which began to offer activities in emergency remote teaching using the format of special home activities. The aim of this research was to analyze the organization and interactions of the interprofessional teaching and learning process in health undergraduate courses in both face-to-face and remote contexts. A mixed design of concomitant triangulation was used, with a quantitative (QUAN) and a qualitative (QUAL) stage, based on the analysis of the Common Axes of the courses' pedagogical project, in which Unifesp faculty and students enrolled in these axes participated. In the QUAN stage, students responded to the standardized Readiness Interprofessional Learning Scale (RIPLS)- 40 Brazilian version questionnaire and the Questionnaire on Interprofessionality and Student Formative Process in Face-to-face and Online Contexts, created by the researchers to evaluate sociodemographic, access and familiarity with digital technologies, and interprofessionality in the teaching-learning process. Teachers responded only to the Questionnaire on Interprofessionality and Face-to-face and Online Teaching Process, also to analyze the factors mentioned above from the perspective of teachers. In the QUAL stage, teachers and students were invited to participate in in-depth interviews using the snowball sampling technique to further explore the issues arising from interprofessional teaching during the pandemic. Both stages were carried out using digital platforms. The quantitative data were analyzed by descriptive and inferential statistics by IBM SPSS and IBM SPSS-AMOS software, and the qualitative data was analyzed using the discourse analysis technique based on habermasian communicative hermeneutics and Lefêvre's collective discourse, with the assistance of Atlas.ti software. This study identified a decrease in readiness for interprofessional learning and in the stimulation of interprofessional competencies when comparing pre- and post-pandemic contexts. Additionally, we observed that faculty development is essential for the sustainability of interprofessional education. It was possible to perceive the importance of teacher training and student experience to support this formative proposal, as well as tensions that exist in the relationships between different areas of education. The pandemic presented numerous challenges for interprofessional education, but also propelled positive changes in the relationship between teachers and students and in the collective approach to deal with challenges. Therefore, it is necessary to create spaces for dialogue and consensus, with the development of teachers and more horizontal interactions with students as a basis for this collaboration-focused discussion. Despite the limitations found in this research, this study contributes to the understanding of the challenges and possibilities of interprofessional education and may help in the implementation of more effective and collaborative educational practices.
Descrição
Citação
SILVA, Cynthia Girundi. Formação interprofissional em saúde em tempos de pandemia: análise do contexto, organização e relações no deslocamento do presencial para o remoto em cursos de graduação. 2023. 300 f. Tese (Doutorado Interdisciplinar em Ciências da Saúde) - Instituto de Saúde e Sociedade, Universidade Federal de São Paulo, Santos, 2023.