Lucas Cardoso dos Santos, Gabriel Gabriel Cassola, Juliane Andrade, Thiago da Silva Domingos, Wilza Carla Spiri

Ações de educação interprofissional desenvolvidas no contexto dos cursos de graduação em saúde

Introduction

Ações de educação interprofissional desenvolvidas no contexto dos cursos de graduação em saúde. Descubra as ações de educação interprofissional em cursos de graduação em saúde no Brasil. Entenda seus benefícios, estratégias e desafios para uma formação transformadora.

Abstract

Introducción: se ha realizado un gran esfuerzo en el campo de las titulaciones en el área de la salud para reorientar la formación profesional a fin de atender las necesidades reales de salud de la población, con miras a lograr una formación más humanizada y desarrollada con la inclusión de diferentes enseñanzas métodos.-aprendizaje. Objetivo: identificar en la literatura científica las acciones de educación interprofesional en el contexto de los cursos de graduación en salud desarrollados en Brasil. Método: se trata de una revisión integrativa de la literatura constituida a partir de una búsqueda realizada en siete recursos de información y que resultó en una muestra total de 20 artículos analizados de forma descriptiva y a partir del Análisis de Contenido. Resultados: la información extraída de los artículos analizados pudo organizarse en tres temas: los beneficios de integrar disciplinas y diferentes profesiones; la operacionalización de estrategias pedagógicas dirigidas a lograr la interprofesionalidad; desafíos para la integración de cursos y profesiones. Consideraciones finales: se identificó que la educación interprofesional permite la transformación de la enseñanza en el área de la salud, generando una ruptura de los paradigmas tradicionales que permean los campos de la salud y la educación, brindando oportunidades para la integración entre los campos del saber y de la formación.

Review

The article "Ações de educação interprofissional desenvolvidas no contexto dos cursos de graduação em saúde" addresses a highly pertinent and critical area within health education. The introduction effectively contextualizes the significant global and national efforts to reorient professional training in health to better meet population needs, emphasizing a more humanized approach and the integration of diverse teaching-learning methodologies. The stated objective – to identify interprofessional education (IPE) actions in Brazilian undergraduate health courses through a literature review – is clear, focused, and directly aligns with the broader aim of enhancing professional formation. This topic is particularly relevant given the increasing complexity of healthcare and the recognized need for collaborative practice among health professionals. The methodological approach adopted is an integrative literature review, which is an appropriate choice for synthesizing existing evidence on a given topic. The authors detail a robust search strategy across seven information resources, culminating in a sample of 20 articles. The descriptive analysis and subsequent Content Analysis appear to have effectively categorized the extracted information into three distinct and logical themes: the benefits derived from integrating disciplines and various health professions, the operationalization of pedagogical strategies specifically designed to foster interprofessionality, and the persistent challenges encountered in integrating courses and professions. These findings provide a comprehensive overview of the current landscape of IPE initiatives in the Brazilian context, identifying both successes and barriers. Overall, this review offers a valuable contribution to the understanding of Interprofessional Education within Brazilian health undergraduate programs. Its strengths lie in its systematic approach to literature synthesis and its clear thematic organization of findings, which collectively paint a detailed picture of IPE efforts, benefits, strategies, and obstacles. While the integrative review design provides a broad overview, a potential limitation could be the inherent descriptive nature, which might not delve deeply into the *how* and *effectiveness* of specific IPE actions beyond their reported benefits. Nevertheless, the final considerations appropriately underscore that IPE is a transformative force in health education, challenging traditional paradigms and fostering crucial integration across knowledge and training domains. The paper successfully highlights the potential for IPE to shape a more collaborative and responsive healthcare workforce.

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