A educação interprofissional no Bacharelado Interdisciplinar em Saúde da Universidade Federal do Recôncavo da Bahia
Data
2024-08-09
Autores
Lima, Aline Maria Peixoto 
Orientadores
Batista, Nildo Alves
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Bacharelado Interdisciplinar é o espaço de formação universitária no qual um conjunto importante de competências, habilidades e atitudes transversais às competências técnicas, aliadas a uma formação geral com fortes bases conceituais, éticas e culturais assumem a centralidade no processo. Especificamente, um Bacharelado Interdisciplinar em Saúde pode e deve incorporar a educação interprofissional para a formação mais integrada, crítica e articulada com os desafios contemporâneos à formação de saúde no século XXI. O objetivo desta pesquisa foi analisar as concepções e práticas sobre a educação interprofissional (EIP) no Bacharelado Interdisciplinar em Saúde (BIS) na Universidade Federal do Recôncavo da Bahia, na perspectiva de estudantes, docentes e gestores. A metodologia usada foi o estudo de caso único situacional, com uma coleta de dados que utilizou uma abordagem de métodos qualitativos com dados advindos de métodos quantitativos. Foram realizadas revisão integrativa da literatura, análise documental, aplicação de uma escala atitudinal aos egressos do BIS e entrevistas semiestruturadas com docentes do curso. Os resultados indicam que existe uma carência de publicações sobre pesquisas e relatos de experiência sobre EIP nos Bacharelados. A relevância da educação interprofissional no Bacharelado Interdisciplinar da UFRB é reconhecida tanto pelos egressos, quanto pelos professores. Contudo, há uma parcela menor de estudantes que não reconhece o aprendizado interprofissional no desenvolvimento das competências para o trabalho em equipe durante o processo formativo no BIS, e revela pouca clareza sobre a importância de cada profissão na equipe de saúde. Para uma parcela menor dos professores, há um processo de negação quanto à EIP no BIS, e ainda persiste uma confusão conceitual entre os termos Interprofissionalidade e Interdisciplinaridade. A incorporação de momentos de desenvolvimento da EIP no BIS se dá a partir de estratégias de integração dos saberes profissionais, de estratégias pedagógicas para o desenvolvimento de habilidades para o trabalho em equipe e de estratégias de avaliação integrativa para trabalhar as competências colaborativas. A pouca experiência na formação e a dificuldade de alguns professores para o exercício da colaboração e do trabalho em equipe são desafios na incorporação da EIP no BIS. A incorporação não efetiva, com práticas fragmentadas e multiprofissionais, é uma das fragilidades apontadas. As propostas de aprimoramento remetem à ação institucional, à reflexão e à discussão sobre a implementação de novas diretrizes para o desenvolvimento da EIP, dentre essas, inclusão da abordagem da EIP no currículo de modo introdutório e teórico no primeiro semestre, intencionalidade no planejamento de ações, trabalhos em grupo, valorizando as competências dos diversos perfis formativos e investimento na formação continuada de docentes sobre a EIP. Por fim, a análise das concepções e práticas sobre a educação interprofissional (EIP) no modelo formativo do Bacharelado Interdisciplinar em Saúde na perspectiva de estudantes e docentes, considerando os momentos de compartilhamento de atividades teóricas e práticas entre estudantes de distintos itinerários formativos, mostra-se potente a partir da interseção teórica entre a interdisciplinaridade (diálogo entre disciplinas, áreas de conhecimento) e a interprofissionalidade (atuação integrada entre áreas profissionais).
An Interdisciplinary Bachelor's Degree is a university education program in which an important set of competencies, skills and attitudes that cut across technical competencies, combined with a general education with strong conceptual, ethical and cultural foundations, are central to the process. Specifically, an Interdisciplinary Bachelor's Degree in Health can and should incorporate interprofessional education in order to provide a more integrated, critical education that is articulated with the contemporary challenges facing health education in the 21st century. The aim of this research was to analyze the conceptions and practices of interprofessional education (IPE) in the Interdisciplinary Bachelor's Degree in Health (BIS) at the Federal University of Recôncavo da Bahia, from the perspective of graduate and the professors. The methodology used was a situational single-case study, with data collection that used the approach of qualitative methods with data from quantitative methods. An Integrative literature review, documental analysis, the application of an attitudinal scale to Graduates of the BIS and semi-structured interviews with course lecturers were carried out. The results indicate that there is a lack of published research and experience reports on interprofessional education in bachelor's degrees. The relevance of interprofessional education in UFRB's Interdisciplinary Baccalaureate is recognized by both students and professors. However, there is a smaller proportion of students who do not recognize interprofessional learning in the development of teamwork competencies during the BIS training process, and reveal little clarity about the importance of each profession in the health team. For a smaller portion of teachers, there is a process of denial about interprofessional education in the BIS, and there is still conceptual confusion between the terms interprofessionality and interdisciplinarity. The incorporation of moments to develop interprofessional education in the BIS is based on strategies to integrate professional knowledge, pedagogical strategies to develop teamwork skills and integrative assessment strategies to work on collaborative competencies. The lack of experience in training and the difficulty some teachers have in practicing collaboration and teamwork are challenges in incorporating IPE into BIS. Non-effective incorporation, with fragmented and multi-professional practices, is one of the weaknesses pointed out. The proposals for improvement refer to institutional action, reflection and discussion on the implementation of new guidelines for the development of interprofessional education, including the inclusion of the interprofessional education approach in the curriculum in an introductory and theoretical way in the first semester, intentionality in planning actions, group work, valuing the competencies of the various educational profiles and investment in continuing teacher training on interprofessional education. Finally, the analysis of the conceptions and practices of interprofessional education (IPE) in the Interdisciplinary Bachelor's Degree training model from the perspective of students, teachers and managers, considering the moments of sharing theoretical and practical activities between students from different training itineraries, proves to be powerful based on the theoretical intersection between interdisciplinarity (dialog between disciplines, areas of knowledge) and interprofessionality (integrated action between professional areas).
An Interdisciplinary Bachelor's Degree is a university education program in which an important set of competencies, skills and attitudes that cut across technical competencies, combined with a general education with strong conceptual, ethical and cultural foundations, are central to the process. Specifically, an Interdisciplinary Bachelor's Degree in Health can and should incorporate interprofessional education in order to provide a more integrated, critical education that is articulated with the contemporary challenges facing health education in the 21st century. The aim of this research was to analyze the conceptions and practices of interprofessional education (IPE) in the Interdisciplinary Bachelor's Degree in Health (BIS) at the Federal University of Recôncavo da Bahia, from the perspective of graduate and the professors. The methodology used was a situational single-case study, with data collection that used the approach of qualitative methods with data from quantitative methods. An Integrative literature review, documental analysis, the application of an attitudinal scale to Graduates of the BIS and semi-structured interviews with course lecturers were carried out. The results indicate that there is a lack of published research and experience reports on interprofessional education in bachelor's degrees. The relevance of interprofessional education in UFRB's Interdisciplinary Baccalaureate is recognized by both students and professors. However, there is a smaller proportion of students who do not recognize interprofessional learning in the development of teamwork competencies during the BIS training process, and reveal little clarity about the importance of each profession in the health team. For a smaller portion of teachers, there is a process of denial about interprofessional education in the BIS, and there is still conceptual confusion between the terms interprofessionality and interdisciplinarity. The incorporation of moments to develop interprofessional education in the BIS is based on strategies to integrate professional knowledge, pedagogical strategies to develop teamwork skills and integrative assessment strategies to work on collaborative competencies. The lack of experience in training and the difficulty some teachers have in practicing collaboration and teamwork are challenges in incorporating IPE into BIS. Non-effective incorporation, with fragmented and multi-professional practices, is one of the weaknesses pointed out. The proposals for improvement refer to institutional action, reflection and discussion on the implementation of new guidelines for the development of interprofessional education, including the inclusion of the interprofessional education approach in the curriculum in an introductory and theoretical way in the first semester, intentionality in planning actions, group work, valuing the competencies of the various educational profiles and investment in continuing teacher training on interprofessional education. Finally, the analysis of the conceptions and practices of interprofessional education (IPE) in the Interdisciplinary Bachelor's Degree training model from the perspective of students, teachers and managers, considering the moments of sharing theoretical and practical activities between students from different training itineraries, proves to be powerful based on the theoretical intersection between interdisciplinarity (dialog between disciplines, areas of knowledge) and interprofessionality (integrated action between professional areas).
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Citação
LIMA, Aline Maria Peixoto. A educação interprofissional no Bacharelado Interdisciplinar em Saúde da Universidade Federal do Recôncavo da Bahia. 2024. 163 f. Tese (Doutorado Interdisciplinar em Ciências da Saúde) - Universidade Federal de São Paulo, Instituto de Saúde e Sociedade, Santos, 2024.