EXTRACURRICULAR EXPERIENCES AND READINESS FOR INTERPROFESSIONAL EDUCATION IN UNDERGRADUATION

• Autor(a) principal: Cavinatto, Thainá Josiane
• Data de Publicação: 2023
• Outros Autores: Mininel, Vivian Aline, Peduzzi, Marina, Leite, Daniella Rosaly, Meireles, Everson, Toassi, Ramona Fernanda Ceriotti, Silva, Jaqueline Alcântara Marcelino da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Saberes Plurais: Educação na saúde
• DOI: 10.54909/sp.v6i2.128200
• Texto Completo: https://seer.ufrgs.br/index.php/saberesplurais/article/view/128200
• topic: Educação Interprofissional; Universidades; Relações Interprofissionais; Currículo; Interprofessional Education; Universities; Interprofessional Relations; Curriculum

Interprofessional education (IPE) is a educational model whose purpose is to prepare students and health professionals for collaborative teamwork development skills. This study aimed to assess the psychometric properties of the Readiness for Interprofessional Learning Scale (RIPLS-40), the readiness  and experiences of undergraduate health students for interprofessional learning. This was a correlational survey conducted at a Brazilian federal university. The sample included 168 undergraduate health students who responded the RIPLS-40. Data were submitted to confirmatory analysis, followed by comparative statistical analysis. The RIPLS-40, with three factors was confirmed as a scale with acceptable index to assess students’ availability for interprofessional learning (CFI=0,91, TLI = 0,91 e RMSEA=0,058). ‘Extension’ activities (n=22; 13,5%) and ‘various extracurricular activities’ (n=25; 15,7%) were indicated by students as interprofessional experiences at undergraduate course. IPE was predominant in extracurricular activities. The students showed positive attitudes towards interprofessional learning, which indicates a favorable scenario for the implementation and strengthening of IPE in the curricula of undergraduate health courses. The RIPLS-40 demonstrates favorable psychometric indicators, however, with a lower coefficient of internal consistency in factor 2 – ‘professional identity’.