Articles

Abstract

ESCALDA, Patrícia e PARREIRA, Clélia Maria de Sousa Ferreira. Dimensions of interprofessional work and of collaborative practices developed at a primary care unit by a Family Health team. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1717-1727. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0818. This article aims at identifying the dimensions of interprofessional work and of collaborative practices developed by a family health team at a primary care unit. This qualitative research was conducted through participant observation of the work developed by health professionals. The study evidenced advances in the incorporation of collaborative practices in primary healthcare and in the creation of spaces that favor dialogs and the establishment of a consensus that result in comprehensive care and patient

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WETZEL, Christine et al. Analysis of interprofessional in-service education in a Psychosocial Care Center. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1729-1738. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0664. This article aims to analyze the interprofessional in-service education from the point of view of workers from a Psychosocial Care Center. It is part of the research study “Qualitative Evaluation of the Mental Health Services Network for Crack Users (ViaREDE),” whose methodological approach was the Fourth Generation Evaluation. The evaluation process provided reflections on interprofessional education based on the Integrated Multiprofessional Health Residency from the point of view of the Psychosocial Care Center’s workers. The study showed residencies are important strategies for the development of interprofessional work in healthcare, contributing to

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BATISTA, Nildo Alves et al. Interprofessional health education: the experience of the Federal University of Sao Paulo, Baixada Santista campus, Santos, Brazil. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1705-1715. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0693. The purpose of this article is to critically describe and analyse the interprofessional education experience in health undergraduate courses on an expanding campus of a public federal university. Assuming interprofessional education guides health education implies the development of a proposal that disrupts centrality in specific disciplines and professional profiles. The description and critical analysis of this experience shows ways of implementing health courses, highlighting potentialities, weaknesses and challenges in the development of an innovative proposal. Interprofessional actions are present in different academic activities

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FIGUEREDO, Wilton Nascimento; VERAS, Renata Meira; SILVA, Gilberto Tadeu Reis da e CARDOSO, Gustavo Marques Porto. Collaborative practices in emergency services in Health: the interprofessionality of the “PermanecerSUS” Program, Health Department of the State of Bahia, Brazil. Interface (Botucatu) [online]. In press. , pp.-. Epub 10-Jul-2018. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0678. This article presents and discusses the PermanecerSUS Program a proposal of interprofessional education to the formation in Health. It has a qualitative approach in the perspective of Institutional Ethnography. The discussion focuses on the content registered in the field diary constructed by the researcherethnographer during participant observation sessions carried out at the urgent care units of two hospitals located in the

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BATISTA, Ruth Ester Assayag e PEDUZZI, Marina. Collaborative interprofessional practice in emergency services: specific and shared functions of physiotherapists. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1685-1695. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0755. Considering the dynamic and complex characteristic of emergency services, as well as the recommended collaborative interprofessional health practice, this study aims at identifying specific and shared functions of physiotherapists who work in this environment. A documentation analysis was used to map actions, and Delphi technique was carried out for consensus purposes. Twenty-six functions were identified: five of them were specific to physiotherapists, twelve were shared with doctors and nurses, and nine showed no consensus. On the one hand, this shows an expansion of the professions’

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CAPOZZOLO, Angela Aparecida et al. Interprofessional education and provision of care: analysis of an experience. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1675-1684. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0679. This article This article aims to present and analyze an interprofessional education experience that started in 2008 involving third-year students of the undergraduate courses of Physical Education, Nutrition, Psychology, Physiotherapy and Occupational Therapy of a public university. During the semester, teams of different students supervised by two teachers each, also from different professional areas, provided weekly care service and developed care projects aimed at specific people/groups chosen by the service team. The methodology included the production of narratives of significant situations experienced by the teachers in their education activities. Based

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FREITAS, Maria Aparecida de Oliveira; DEMARCHI, Gabriela Souza dos Santos e ROSSIT, Rosana Aparecida Salvador. Interprofessional Education in Master’s and Doctoral programs: postgraduate students’ perception. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1647-1659. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0644. This research was developed in the context of postgraduate studies in the area of health and aimed to analyze the perception of students who attended the discipline Teacher Education in Health in relation to the principles of Interprofessional Education. Interprofessional Education has remarkable characteristics: Teamwork, discussion of roles and responsibilities, commitment to the solution of problems, permanent exercise of dialog, and negotiation in decision-making. A Likert-type instrument was answered by 79 estudents. The data underwent statistical and content

Resumo

ARNEMANN, Cristiane Trivisiol et al. Preceptor’s best practices in a multiprofessional residency: interface with interprofessionality. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1635-1646. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0841. In this article, based on Appreciative Inquiry, we present and discuss the best practices of a group of preceptors from a multiprofessional health residency program in Brazil. The best practices we identified are the multiprofessional consultation, the reception given to residents, and the integrated actions among different majors of the residency. In addition, we identified their strategies to develop the practices in health settings. The practices follow the presuppositions of interprofessional education, as they promote the reflection of different actors on the construction of practices that aim at the provision

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MEDEIROS, Henrique Gonçalves Dantas de e TRINDADE, Thiago Gomes da. Theoretical foundations of the pedagogical project of a Medicine course in the outback of the state of Paraíba, Brazil: contributions to the debate on medical education. Interface (Botucatu) [online]. 2019, vol.23, suppl.1, e170790. Epub 04-Fev-2019. ISSN 1414-3283. http://dx.doi.org/10.1590/interface.170790. Considering the reform of medical education, it is necessary to study experiences that have arisen recently. Therefore, the pedagogical project of the medicine course of Universidade Federal de Campina Grande in Cajazeiras (Paraíba, Brazil) was analyzed in order to recognize its theoretical foundations. It is a qualitative research, descriptive and exploratory, in which indirect documentation and intensive direct observation were used for data collection, and the

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LAGO, Luana Pinho de Mesquita et al. Analysis of professional practices as a multiprofessional residency education tool. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1625-1634. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0687. The complexity of the population’s health needs increasingly demands collaborative work qualification in the Brazilian National Health System (SUS). This article aims at reflecting on the possibilities, limits and challenges of using the Institutional Analysis of professional practices as an interprofessional education tool in a multiprofessional health residency program. This was a participatory intervention research based on the Institutional Analysis’ theoretical and methodological framework that provided subjectivities through self-analysis, acknowledgement of non-knowledge and of the education needs, collective listening, and analysis of possibilities of roles and of knowledge

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TORRES, Rafael Bruno Silva; BARRETO, Ivana Cristina de Holanda Cunha; FREITAS, Roberto Wagner Júnior Freire de e EVANGELISTA, Aline Luiza de Paulo. State of the art of integrated, multiprofessional and in professional Health area residencies. Interface (Botucatu) [online]. 2019, vol.23, e170691. Epub 21-Jan-2019. ISSN 1414-3283. http://dx.doi.org/10.1590/interface.170691. The objective of this research was to analyze the state of the art on integrated, multiprofessional and professional Health area residencies through an integrative bibliographical review, from 2006 to 2016, in Portuguese, English and Spanish. 109 articles from Brazil, Canada, USA, Spain and Africa were analyzed. Among the results, it was showed that the main motivation to perform the residency is the need for specialization

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FREIRE FILHO, José Rodrigues; MAGNAGO, Carinne; COSTA, Marcelo Viana da e FORSTER, Aldaísa Cassanho. Specialization courses offered in the scope of the More Doctors Program: documentary analysis from the perspective of Interprofessional Education. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1613-1624. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0842. This qualitative and exploratory study aimed to analyze the pedagogical-political projects (PPP) of the specialization courses in Family Health offered under the More Doctors Program (PMM) to verify if it is possible to adopt the theoretical and methodological elements of Interprofessional Education in the courses. A documentary analysis of nine PPPs was carried out. Results show that these documents do not mention explicitly the intention of adopting the