Interprofessionalism and teamwork: A necessary (re)construction during the health education process

• Autor(a) principal: Thania Maria Diniz
• Data de Publicação: 2022
• Outros Autores: Regiane Cardoso de Paula, Edlaine Faria de Moura Villela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.13.2022.e688
• topic: Educação interprofissional; Equipe de trabalho; Pesquisa qualitativa; Formação profissional em saúde; Interprofessional education; Workforce; Qualitative research; Health Human Resource Training

Introduction: In Brazil, there is an effort to incorporate interprofessional education (IPE) in policies that induce professional reorientation in health. In this context, the Education Program through Work for Health - Interprofessionality (PET-I) stands out, which applies the theoretical and methodological bases of the IPE to promote curricular changes for undergraduate courses in the health area, in addition to initiatives of permanent education. Objectives: To describe the experiences and knowledge collectively built in the implementation of PET-I in a public university in the Brazilian Midwest. Methods: Exploratory study carried out through documental analysis of portfolios and conducting two focus groups with PET-I participants (before and after interventions proposed by PET-I). For analysis, content analysis was adopted. Results: From the analysis of the responses of the Focus Groups and of the portfolios, three categories emerged. This study chose to focus on the category: Interprofessionality and teamwork. In the first focus group, it was possible to identify speeches that evidenced the competition in the daily routine of the teams in the health services. After the experience in the PET-I, during the conduction of the second focus group, there was a maturation in the understanding of IPE, in view of the improvement of their skills with interprofessional work and the debate on the reality of health education in the country. Conclusions: The activities proposed by PET-I sought to develop collaborative skills by giving more autonomy to participants, encouraging protagonism for greater interprofessional collaboration in the activities performed. Therefore, it was necessary for the members to know and trust each other and communicate to develop a collective work, and the adoption of focus groups as a method was essential to guarantee the interaction between the participants. This experience was the great trigger for learning and reflection on comprehensive care and teamwork.