Educação interprofissional e o trabalho colaborativo: perspectivas e conceitos entre os professores universitários.

Abstract

Interprofessionalism and the concept of collaborative practices have been gaining ground, emphasizing the imminent need for better communication between different professionals in the health team, as well as the implementation of collaboration between them, ensuring better resolvability and the final result of care. The objective of this research was to identify the

perceptions of teachers (tutors) linked to the Education Program for Work for Health (PET- Saúde) Interprofessionality about themes related to interprofessional education and

collaborative practice. This is a quantitative descriptive exploratory cross-sectional study, whose sample was the tutors who participated in the project for three months or more. The collection instrument was a structured questionnaire containing five modules. The first module collected social, age and education data from respondents; module II contained information about the tutorial working groups in PET; the III had questions about the dimensions of competences that are expected from health training courses, as suggested by the National Health Council in Resolution No. 569, of December 8, 2017; the IV module was about perceptions about the respective undergraduate courses in which they teach; and the last module evaluated the tutoring work. Assessing the difficulties faced, most of those mentioned are related to time: lack of consonance between the schedules of tutors and students, rigidity in university schedules and difficulty in managing individual time. The difficulty of adapting to the work during the pandemic, in remote mode, comes next. However, other issues such as lack of previous training, difficulty in articulating with different sectors, as well as interpersonal issues and with the role of tutors, were also explained. As potential, the approach with students, tutors and with the service and community was highlighted in the responses obtained. Not only, the improvement of creativity and knowledge in areas such as collective, management and mental health, as well as the opportunity to share different knowledge and skills of the various professional areas involved therein. Organization, commitment and the connotation that interprofessional work is possible were also mentioned as positive points taken from PET-Saúde/Interprofessionalidade. In addition to placing it as an opportunity for human and professional improvement, the fact of being able to learn together with the students was placed as a strong point of the experience, studying together simultaneously with the orientations as a way of “breaking the logic of the tribalism of the professions”. It is concluded that the program demanded from the tutors a broader integration from management to health promotion in the dimension of primary care. This research allowed teachers to reflect on their practices within work and their relationships with the academic environment, with students and with health professionals.