Estratégias de educação e colaboração interprofissional em programas de residência em saúde

Abstract

Interprofessional Education is seen as a powerful tool for improving the training of health professionals. Residency programs, which play an important role in promoting strategies for teaching and collaborative performance, are some of its most notorious representatives. With the aim of identifying, understanding and evaluating the knowledge and interprofessional practices of residency program residents, the current research was organized into two studies. Study I aimed to comprehend the effects of a group intervention conducted with residents in hospital care programs on collaborative learning strategies for the development of interprofessional competencies. Study II assessed the readiness and the attitudes of residents from residency programs at different levels of health care with regards to group learning and interprofessional skills and experiences. Nine residents from three programs participated in Study I; two of these programs were medical and the other was multiprofessional. The study consisted of a group intervention and a semi-structured interview, both of which were recorded, transcribed in their entirety and qualitatively analyzed with Bardin’s Content Analysis (2016). As a result, it could be noted that there is a lack of spaces for sharing knowledge and collaborative health practices and an ignorance of interprofessional competencies, as well as an impossibility to implement them in team workspaces. In Study II, the participants were 39 residents from five programs: two medical programs and three multiprofessional ones. The study was conducted remotely via the Google Forms tool. The participants filled measuring scales whose goal was to evaluate their interprofessional perceptions, attitudes and skills. The results were analyzed under a quantitative and correlational approach. It was noted that, even though the participants perceived themselves to be available for joint learning and to have good teamwork skills, interprofessional experiences are scarce. Furthermore, positive correlations were found between collaborative learning and teamwork, between interprofessional skills and the role of residencies, and also between those skills and the search for support and collaboration among professionals. It is concluded that the intervention-research promoted the creation of a space for exchange and integration among the residents in which it was possible to problematize the strategies and obstacles to the implementation of Interprofessional Education. The research also allowed for an improvement in the development of interprofessional competencies and an encouragement of the production of new intervention-studies that aim to spread a new health professional profile. The role played by the residencies in the strengthening of collaborative learning strategies was also demonstrated, although they still do not guarantee interprofessional experience in the work spaces.