Docência na saúde em contextos interprofissionais: da revisão de escopo a validação de um instrumento
Data
2024-11-25
Autores
Santos, Geovannia Mendonça dos 
Orientadores
Batista, Sylvia Helena Souza da Silva
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A reflexão sobre a docência, frente ao contexto das inúmeras mudanças nos territórios e serviços de saúde, demanda a sensibilidade de compreender quem são os docentes que fazem parte destes espaços de formação e como se formam para mediar processos de ensinar e aprender. Evidencia-se maior aprofundamento sobre o desenvolvimento docente na perspectiva da educação interprofissional (EIP), buscando caminhos para uma formação que corresponda às necessidades atuais e que possa subsidiar o trabalho do/da professor/professora nas Instituições de Ensino Superior (IES), visando à formação de profissionais de saúde que consigam responder às demandas contemporâneas. A literatura aponta que apesar da crescente investigação e produção sobre o tema, muitas são as lacunas que necessitam ser preenchidas. Esta pesquisa teve como objetivo a análise do campo da formação docente para a EIP, por meio da realização de uma Revisão de Escopo sobre as competências docentes para a formação interprofissional no Ensino Superior em Saúde e da Adaptação Transcultural de uma escala de avaliação das competências essenciais de EIP dos educadores de saúde e assistência social - “Interprofessional education_IP-Teacher Competencies” (IPEcat). A análise empreendida no âmbito da Revisão de Escopo permite inferir que o alinhamento entre as competências esperadas para a atuação profissional docente na EIP e as competências colaborativas para a prática interprofissional, já validadas em diferentes países, é uma etapa imprescindível para o avanço nas propostas para o Desenvolvimento Docente na área, corroborando com a compreensão obtida no processo de Adaptação Transcultural. O trabalho analítico, também permitiu apreender o esforço que vem sendo feito para viabilizar a formação dos e das profissionais de saúde, considerando não apenas a complexidade da formação interprofissional, mas principalmente o objetivo final que são as práticas de cuidado em saúde pautadas na ética e na busca por melhorias assistenciais. A presente pesquisa demonstra a importância de ser delineado um conjunto de competências docentes que possam ser abordadas e trabalhadas pelas pessoas envolvidas na formação para e no trabalho em saúde em contextos de EIP, na perspectiva do trabalho em equipe interprofissional colaborativo e das aprendizagens compartilhadas, reafirmando o compromisso com o SUS e o reconhecimento da educação e da saúde como direitos.
Reflecting on teaching, in the context of the countless changes in health territories and services, requires a sensitive understanding of who the professors are that are part of these training spaces and how they are trained to mediate teaching and learning processes. There is a need for a deeper study of faculty development from the perspective of interprofessional education (IPE), looking for ways to provide training that meets current needs and supports the work of professors in Higher Education Institutions (HEIs), focusing on training health professionals who can respond to contemporary demands. The literature indicates that despite the growing research and production on the subject, many gaps still need to be filled. This research aimed to analyze the field of teacher training for interprofessional education, by reviewing the scope of professor competencies for interprofessional Higher Education in Health, and the cross-cultural adaptation of an evaluation scale for assessing the essential interprofessional education competencies of health and social care educators - <Interprofessional education_IP-Teacher Competencies= (IPEcat). The analysis undertaken within the Scoping Review allows us to infer that aligning the competencies expected for professional teaching in IPE with the collaborative competencies for interprofessional practice, already validated in different countries, is an essential step for advancing proposals for Faculty Development in the area, corroborating the understanding obtained in the CrossCultural Adaptation process. The analytical work also made it possible to grasp the effort being made to enable the training of health professionals, considering not only the complexity of interprofessional training, but primarily the goal of health care practices based on ethics and the pursuit of care improvement. This research demonstrates the importance of outlining a set of teaching competencies that can be addressed by those involved in training for and working in health in IPE contexts, from the perspective of collaborative interprofessional teamwork and shared learning, reaffirming the commitment to SUS and the recognition of education and health as rights.
Reflecting on teaching, in the context of the countless changes in health territories and services, requires a sensitive understanding of who the professors are that are part of these training spaces and how they are trained to mediate teaching and learning processes. There is a need for a deeper study of faculty development from the perspective of interprofessional education (IPE), looking for ways to provide training that meets current needs and supports the work of professors in Higher Education Institutions (HEIs), focusing on training health professionals who can respond to contemporary demands. The literature indicates that despite the growing research and production on the subject, many gaps still need to be filled. This research aimed to analyze the field of teacher training for interprofessional education, by reviewing the scope of professor competencies for interprofessional Higher Education in Health, and the cross-cultural adaptation of an evaluation scale for assessing the essential interprofessional education competencies of health and social care educators - <Interprofessional education_IP-Teacher Competencies= (IPEcat). The analysis undertaken within the Scoping Review allows us to infer that aligning the competencies expected for professional teaching in IPE with the collaborative competencies for interprofessional practice, already validated in different countries, is an essential step for advancing proposals for Faculty Development in the area, corroborating the understanding obtained in the CrossCultural Adaptation process. The analytical work also made it possible to grasp the effort being made to enable the training of health professionals, considering not only the complexity of interprofessional training, but primarily the goal of health care practices based on ethics and the pursuit of care improvement. This research demonstrates the importance of outlining a set of teaching competencies that can be addressed by those involved in training for and working in health in IPE contexts, from the perspective of collaborative interprofessional teamwork and shared learning, reaffirming the commitment to SUS and the recognition of education and health as rights.
Descrição
Citação
SANTOS, Geovannia Mendonça dos. Docência na saúde em contextos interprofissionais: da revisão de escopo a validação de um instrumento. 2024. 181 f. Tese (Doutorado Interdisciplinar em Ciências da Saúde) - Universidade Federal de São Paulo, Instituto de Saúde e Sociedade, Santos, 2024