Banca de DEFESA: LARA MARIA ALVES DE CARVALHO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LARA MARIA ALVES DE CARVALHO
DATE: 22/05/2025
TIME: 08:30
LOCAL: meet.google.com/zze-aqoo-mrr
TITLE:

Outlining the Teacher Profile for Interprofessional Education at a Brazilian University Campus

KEY WORDS:

Health Personnel; Interprofessional education; Educational assessment

PAGES: 79
BIG AREA: Ciências da Saúde
AREA: Saúde Coletiva
SUBÁREA: Saúde Pública
SUMMARY:

The obstacles to interprofessional education stem from the structural logic of the current Brazilian higher education scenario. Most programs operate in isolation, within their own frameworks, reinforcing and legitimizing informational segregation and hindering interaction among students in their initial training phase. As a result, the cultural barrier is still understood as the greatest challenge, initially introduced through the epistemological and pedagogical perspective of the faculty.The concept of Interprofessional Education (IPE) acknowledges the mutual influence between healthcare and education as a strategy for training professionals who are skilled and capable of working in teams, thereby improving user care and community services. The objective of this research is to analyze the incorporation of Interprofessional Education into the teaching practices of health faculty members at the Federal University of Campina Grande (UFCG). This is a descriptive study with a qualitative approach, conducted through documentary research and fieldwork, approved by the Research Ethics Committee under protocol number 7.149.428, in accordance with Resolution 466/12 of the Brazilian National Health Council, which governs research involving human beings.For the documentary analysis, three Pedagogical Course Plans were examined, corresponding to the three health-related programs identified on the Campina Grande campus. According to the documents analyzed, although they are outdated with respect to the most recent National Curriculum Guidelines, they still suggest the presence of basic competencies and skills aligned with Interprofessional Practice, albeit under different terminologies. These include promoting integrated and collaborative teamwork, communicating and sharing information rather than withholding it, and articulating and expressing ideas fluently to foster dialogue and mutual understanding. For the fieldwork component, ten faculty members were interviewed, including six from the nursing program, three from medicine, and one from psychology. Upon analyzing the responses, it was noted that concepts presented by Marina Peduzzi and Heloise Agreli were identified in more than half of the answers, thereby revealing which principles and concepts of interprofessional education are currently being discussed and applied. Additionally, eight of the interviewed professors either taught or had an affinity with subjects where the potential for interprofessional education is more naturally present and open to discussion, such as public health, collective health, and palliative care.Regarding the strengths and weaknesses of interprofessional education and its incorporation into teaching practices, the findings indicated that faculty training is a central element for its effective implementation. However, academic qualifications alone are not sufficient. Beyond this, it is essential for educators to be willing to break away from traditional practices, often characterized by competition and rigidity, and to adopt a more flexible and collaborative stance. Moreover, the provision of adequate working conditions for these practices is crucial, which requires transformation in both professional training and pedagogical practice. Therefore, this research met its proposed objectives. Despite the challenges in securing interview participation, whether due to the topic or the availability of respondents, it was observed that interprofessional education is not confined to academic training alone. It demands a shift in mindset, a commitment to collaborative learning, and, most importantly, a willingness to overcome both personal and institutional barriers.

COMMITTEE MEMBERS:
Presidente - 3474916 - JOSE JAILSON DE ALMEIDA JUNIOR
Interna - 1242804 - ADRIANA GOMES MAGALHAES
Interno - 1119740 - MAURICIO WIERING PINTO TELLES
Externa à Instituição - NECIULA DE PAULA CARNEIRO PORTO GOMES