Path and implementation of interprofessional discipline in Health courses

Miguel, Edson Arpini; Albiero, Adriana Lenita Meyer; Alves, Rozilda Neves; Bicudo, Angélica Maria

doi:10.1590/1807-57622017.0576

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OPEN SPACE • Interface (Botucatu) 22 (Suppl 2) • 2018 • https://doi.org/10.1590/1807-57622017.0576 copy

Path and implementation of interprofessional discipline in Health courses

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

In interprofessional education, two or more health professions learn with each other, improving attitudes, knowledge, skills, and behaviors for collaborative practice. At Universidade Estadual do Maringá (UEM), the curricula of health courses have hierarchical and teacher-centered disciplines. Changes are justified aiming at a complete education. This paper describes the creation of primary care disciplines. Curricular components Healthcare I and II were introduced in the curricular matrix. The Maguerez Arc was used in the activities as an active methodology, as well an assessment system comprised of cognitive, psychomotor, and affective axes, which are articulate, continuous, and systematic. It is concluded that interprofessional education can be an integration between university and health services, working towards training the students so that knowledge essentially contributes to the community’s wellbeing.

Keywords:
Interprofessional education; Curriculum; Active methodologies

WEEK 3 - Date: __/__/__			Instructions to the teacher
Objectives	At the end of the class, students should be able to: acknowledge the territory and identify available points of healthcare; explain the actions and services conducted at the UBS and other entities that comprise SUS primary care network; show the infrastructure and the organization model of an UBS.			Visit the territory. Ask students to individually take notes and/or pictures of points that show the local reality, such as schools, associations, street conditions, water and sewage networks, leisure areas, parks, public squares, street markets, housing details, people moving around, among others. Ask students to individually take notes of unknown words, terms, acronyms, and expressions. Encourage students to list unknown words, terms, and expressions. Determine the main questions (doubts) that require individual study. Attention! Some questions need to be pointed out by the teacher, should they not be spontaneously brought up: - Territory, area/micro-area, and points of healthcare. Guide the creation of individual narratives: individually take notes of reflections about scenarios.
Time	Place	Activity	Description
1:30-2:30 p.m.	UBS	Group discussion/Assessment	Discuss the infrastructure and organization of UBSs
2:30-3:30 p.m.	UBS	Observation of reality	Acknowledge the territory/Territorialization
3:30-4:30 p.m.	UBS	Observation of reality	Acknowledge the territory/Territorialization
4:30-5:30 p.m.	UBS	Group discussion	Identify the key points and raise questions that guide the study Assess learning

Assessment domain	Strategy	Percentage
Cognitive	Assessment by portfolio	40%
Psychomotor	Psychomotor assessment*	30%
Socio-affective	Socio-affective assessment*	20%
	Peer assessment*	10%
	Self-assessment*	---

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[1] Authors’ contributions

Arpini EA is the main author of this manuscript, whose theme is part of his doctoral thesis. He coordinated the participation of the co-authors, produced and revised the manuscript in all its versions, and approved its final version. Albiero ALM participated in the discussion of the results, review and production of the manuscript, and approved its final version. Alves RN participated in the review and approved the manuscript’s final version. Bicudo AM is the supervisor of the main author’s doctoral thesis, participated in the discussions of the results and approved the manuscript’s final version.