Navegando por Palavras-chave "interprofessional education"

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    A educação interprofissional na residência multiprofissional em saúde no estado de São Paulo
    (Universidade Federal de São Paulo (UNIFESP), 2016-09-11) Casanova, Isis Alexandrina [UNIFESP]; Brisola, Lidia Ruiz Moreno Brisola [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Objective: to analyze the principles, conceptions and possible practices of Interprofessional Education (EIP) present in Multiprofessional Health Residency Programs (PRMS) in the State of São Paulo. Methods: It is a study, with a quantitative and qualitative approach, carried out in two stages: documentary research and empirical research. The documentary analysis used the PP of the PRMS of the State of São Paulo and the empirical research consisted in the use of the instrument in a likert scale and open questions applied to the residents. Statistical validation was performed regarding dispersion and reliability for likert responses and content analysis, thematic type, for PP and open questions. From a universe of 14 HEIs with PRMS in operation in the State of São Paulo in 2014, two institutions, Famema and Unifesp, participated in the research, which hold 21 programs. Of these, 13 programs agreed to participate in a total of 121 residents, with 76 participating in the survey. Results: The analysis of the 13 PPs showed an approximation to the principles of the PIE with an emphasis on teamwork of a multiprofessional, interdisciplinary and interdisciplinary character in specific groups distributed in several practice scenarios, putting health needs at the center of the actions in the understanding of integral care And the design of the EIP, with the proposal to break paradigms of formation and fragmentation of knowledge. The emphasis on EIP collaboration in its conception was made explicit in only one PRMS, the others did not mention it. Statistical validation of the attitudinal instrument was performed on a Likert scale that resulted from the final reliability coefficient of 0.84 of the validated assertions. The responses of the Likert instrument demonstrate a high degree of favorable perception of the participants in the three dimensions studied with the averages, all located in the comfort zone: shared learning in RMS (3,20), training for teamwork (3,23) And development of skills for collaborative practices (3,31). From the thematic analysis of open questions, residents refer to positive aspects: RMS provides spaces for learning and shared practice, construction of knowledge, joint work force and planning of actions for integral care, but there are negative aspects: difficulty in sharing The knowledge on the part of the tutor and tutor, absence of the tutors and preceptors in the day to day; Lack of objectivity in the goals to be achieved in the quality of care provided, distortion of the egalitarian time between theory and practice; Ignorance of the work of the resident in the service and unprepared professionals; work overload; Specialized knowledge and service fragmentation. Conclusions: There was evidence of an approximation to the conceptions and principles of PPE in the PP and in the perceptions of the participants of the research, signaling the relevance of RMS to the professional qualification with a view to improving teamwork in the SUS. It is necessary to expand the studies in order to offer subsidies for the advancement of knowledge about PID and the deepening of the concepts and principles that define this approach.
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    An evaluation of a collaborative course for child and adolescent mental health professionals
    (Taylor & Francis Inc, 2017) Blanco-Vieira, Thiago [UNIFESP]; Ribeiro, Wagner Silva [UNIFESP]; Lauridsen-Ribeiro, Edith [UNIFESP]; Fatori de Sa, Daniel Graca [UNIFESP]; Motta Palma, Sonia Maria [UNIFESP]; Vieira Ribeiro, Marcos Vinicius [UNIFESP]; Caetano, Sheila Cavalcante [UNIFESP]; da Cunha Ramos, Fernando Augusto [UNIFESP]; do Rosario, Maria Conceicao [UNIFESP]
    There is a considerable gap between the offer and the demand for mental health treatment of children and adolescents, especially in low- and middle-income countries (LMICs). Permanent education in these countries is a promising and needed strategy to reduce this gap. This study was designed to evaluate the perceived impact of an educational intervention for child and adolescent mental health professionals in Brazil, the Child and Adolescent Mental Health Specialization Course (CESMIA). The intervention consisted of a 360-hour interprofessional postgraduation course. The CESMIA offered lectures and small-group case discussions for exchanging their experiences in dealing with the patients. The students were placed in these groups according to their professions in order to ensure a proportional distribution of healthcare professionals in each group. The evaluation employed a quasi-experimental design by the use of a knowledge, attitude, and practice (KAP) survey. The 39 participants reported significant improvement in all KAP dimensions. More specifically, the data indicated a 17% improvement for attitudes, a 9.4% increase for knowledge, and a 14% improvement for the practice dimensions. The CESMIA appeared to improve the level of knowledge of participants and their attitudes and actions towards patients, which reinforces the relevance of similar courses.