Recomendações e lições aprendidas a partir da adoção da Educação Interprofissional na Residência Multiprofissional em saúde

Abstract

INTRODUCTION: The residency in the health area is characterized as a lato sensu postgraduate course. The medical field was a pioneer in offering this type of specialization, and its good functioning served as a model to expand in other areas of health. In this sense, there is a uniprofessional tradition in the curricular structuring of multiprofessional residences in health where, even with the regulation for the exercise of thirteen categories, interprofessional initiatives happen in a partial way, not exploring all their potential and applicability. OBJECTIVES: To analyze the process of adopting interprofessional health education in the multiprofessional health residency from the perspective of residents and teachers. The specific objectives were: to discuss the strengths and weaknesses of the methodologies for adopting interprofessional education in RMS from the perspective of residents and teachers; to identify the lessons learned to strengthen interprofessional education in the RMS; discuss recommendations for strengthening IPE in the RMS; and identify needs and challenges related to teacher development for IPE in the context of the RMS. METHODOLOGY: Based on the problem and purposes, this is a study with a qualitative approach and a descriptive-exploratory character. The study was developed with the multiprofessional residency classes in health at the headquarters of the Multicampi School of Medical Sciences located in the municipality of Caicó / RN, an integrative unit of the State University of Rio Grande do Norte. The study counted on the participation of residents and permanent teachers participating in both residency programs. The research data were collected through unstructured interviews applied to teachers and focus groups that were conducted with residents of both professional programs of the multiprofessional residency. The collected data were analyzed using the theoretical framework of Bardin, where content analysis was used, with subsequent construction of categories. The content analysis technique presupposes some steps, defined by Bardin as: pre-analysis; exploration of the material or coding; treatment of the results obtained, inference and interpretation. RESULTS: The main learnings mentioned were: strengthening the training process from an interprofessional and collaborative perspective, developing collaborative skills for effective teamwork, expanding the user's understanding, and their needs, as the center of the health services production process. The most relevant recommendations were: teacher development to align with the theoretical-conceptual and methodological frameworks of interprofessional education in the multiprofessional health residency and group discussions among residents to share learning and collective knowledge construction.