Implantação de uma disciplina interprofissional em um Campus de expansão: contribuições para a formação discente e o desenvolvimento docente
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Data
2022-03-07
Autores
Nunes, Lélia Cápua
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo do estudo foi analisar o processo de construção e implantação de uma disciplina integradora dos cursos da área da saúde em uma Universidade pública do interior de Minas Gerais. Foi realizado um estudo de caso com metodologia qualitativa na modalidade da pesquisa-ação, que contemplou desde a decisão conjunta da criação da disciplina, como um objetivo a ser alcançado pelo Programa de Educação pelo Trabalho para a Saúde/GraduaSUS, até o final de um semestre de implantação da iniciativa. Os métodos e técnicas de observação participante, grupo focal, entrevista semi-estruturada e análise documental foram utilizados para apreender a percepção dos docentes e estudantes e permitir a análise aprofundada do caminho percorrido na perspectiva da educação interprofissional, formação em saúde para o Sistema Único de Saúde e prática docente. Participaram do estudo docentes e estudantes dos cursos de: Educação Física, Farmácia, Fisioterapia, Medicina, Nutrição e Odontologia. A partir da análise de conteúdo do material emergiram treze categorias validadas: Inseguranças no enfrentamento da educação interprofissional; distanciamento entre teoria e prática na formação e educação interprofissional; caminhos para a educação interprofissional; o Programa de Educação pelo Trabalho para a Saúde favoreceu o encontro entre as profissões; a Instituição como apoiadora-chave para processos de inovação; o trabalho docente frente às mil obrigações: a necessidade de valorização das atividades de ensino; a Educação Física e sua identidade como profissão da saúde; a Odontologia e a prática isolada; a Medicina na centralidade do cuidado; a aproximação entre as formações em saúde da Universidade e a percepção sobre trabalho interprofissional; o desenvolvimento da competência de trabalho em equipe; a experiência na disciplina como espaço de aprendizagem docente e mudança de paradigma; da prática isolada a uma prática em equipe interprofissional. Foi parcialmente confirmado o pressuposto de que a conformação de uma disciplina baseada nos fundamentos da educação interprofissional e interdisciplinar contribuiu positivamente para mudanças na formação em saúde para o cuidado integral no Sistema Único de Saúde. Houve resultados positivos na aquisição da competência de trabalho em equipe e na relação interprofissional entre discentes e docentes e transformação da prática docente. No entanto, houve limitações dos efeitos na reorientação curricular influenciadas por questões de níveis meso e macro, relacionadas à questões institucionais e de infraestrutura. Espera-se que estes resultados contribuam para compreensão das dinâmicas de interrelações, significados e representações socio-históricas e para consequentes avanços na incorporação e consolidação de ações de educação interprofissional nos currículos dos cursos da área da saúde.
The aim of the research was to analyze the process of construction and implementation of a discipline that integrates courses in the health area at a public university in the state of Minas Gerais. A case study was carried out with a qualitative methodology in the action research modality, which covered from the joint decision to create the discipline, as an objective to be achieved by the Education through Work for Health Program/GraduaSUS, until the end of one semester of implementation of the initiative. The methods and techniques of participant observation, focus group, semi-structured interview, and document analysis were used to capture the perception of professors and students and allow in-depth analysis of the path taken from the perspective of interprofessional education, health training for the Unified Health System and teaching practice. Professors and students from the following courses participated in the study: Physical Education, Pharmacy, Physiotherapy, Medicine, Nutrition, and Dentistry. Thirteen validated categories emerged from the content analysis of the material: Insecurities in facing interprofessional education; gap between theory and practice in interprofessional training and education; paths to interprofessional education; Education through Work for Health Program favored the meeting between the professions; the Institution as a key supporter for innovation processes; teaching work in the face of a thousand tasks: the need to value teaching activities; Physical Education and its identity as a health profession; Dentistry and isolated practice; Medicine in the centrality of care; the approximation between the University's health training and the perception of interprofessional work; the development of teamwork competence; an experience in the discipline as a space for teaching learning and paradigm shift from isolated practice to practice in a professional team. The assumption was partially confirmed that the formation of a discipline based on the foundations of interprofessional and interdisciplinary education contributed positively to changes in health education for comprehensive care in the Unified Health System. There were positive results in the acquisition of teamwork competence and in the interprofessional relationship between students and professors and transformation of teaching practice. However, there were limitations of the effects on curriculum reorientation influenced by issues at the meso and macro levels, related to institutional and infrastructure issues. We expect that these results will contribute to the understanding of the dynamics of interrelationships, meanings and socio-historical representations and to consequent advances in the incorporation and consolidation of interprofessional education actions in the curricula of courses in the health area.
The aim of the research was to analyze the process of construction and implementation of a discipline that integrates courses in the health area at a public university in the state of Minas Gerais. A case study was carried out with a qualitative methodology in the action research modality, which covered from the joint decision to create the discipline, as an objective to be achieved by the Education through Work for Health Program/GraduaSUS, until the end of one semester of implementation of the initiative. The methods and techniques of participant observation, focus group, semi-structured interview, and document analysis were used to capture the perception of professors and students and allow in-depth analysis of the path taken from the perspective of interprofessional education, health training for the Unified Health System and teaching practice. Professors and students from the following courses participated in the study: Physical Education, Pharmacy, Physiotherapy, Medicine, Nutrition, and Dentistry. Thirteen validated categories emerged from the content analysis of the material: Insecurities in facing interprofessional education; gap between theory and practice in interprofessional training and education; paths to interprofessional education; Education through Work for Health Program favored the meeting between the professions; the Institution as a key supporter for innovation processes; teaching work in the face of a thousand tasks: the need to value teaching activities; Physical Education and its identity as a health profession; Dentistry and isolated practice; Medicine in the centrality of care; the approximation between the University's health training and the perception of interprofessional work; the development of teamwork competence; an experience in the discipline as a space for teaching learning and paradigm shift from isolated practice to practice in a professional team. The assumption was partially confirmed that the formation of a discipline based on the foundations of interprofessional and interdisciplinary education contributed positively to changes in health education for comprehensive care in the Unified Health System. There were positive results in the acquisition of teamwork competence and in the interprofessional relationship between students and professors and transformation of teaching practice. However, there were limitations of the effects on curriculum reorientation influenced by issues at the meso and macro levels, related to institutional and infrastructure issues. We expect that these results will contribute to the understanding of the dynamics of interrelationships, meanings and socio-historical representations and to consequent advances in the incorporation and consolidation of interprofessional education actions in the curricula of courses in the health area.
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Palavras-chave
Educação Interprofissional, Docentes, Estudantes, Sistema Único de Saúde, Interprofessional education, Faculty, Students, Unified Health System, Discente - Formação, Disciplina escolar