Interdisciplinarity and interprofessionality in teamwork: perceptions of multiprofessional residents in Hospital Care

Multiprofessional Health Residency Programs were created to further align health training with the needs of the population and, through an emphasis on teamwork, have been contributing to the consolidation of the Brazilian Unified Health System. The present study sought to understand the perceptions of a group of multiprofessional residents in Hospital Care about interdisciplinarity and interprofessionality within the scope of teamwork. This is a qualitative study that had the participation of 29 multiprofessional residents in the 'Hospital Care' area of concentration, all female (six psychologists, six social workers, six nurses, six physiotherapists and five nutritionists). Data were collected by means of a semi-structured interview script. The corpuswas subjected to thematic content analysis. Most of the participants: (1) reported that their first contact with the notion of interdisciplinarity occurred when they were in college, which led to them assimilating it as a synonym for joint action, and (2) claimed to have no knowledge of the notion of interprofessionality, but valued the horizontalization of relations between health professionals. Additionally, important conditions concerning both interdisciplinarity and interprofessionality were not emphasized by the participants. Further studies on the subject are needed, due to its importance for public health.

Desafios na educação de profissionais de Saúde: uma abordagem interdisciplinar e interprofissional / Challenges in the education of health professionals: an interdisciplinary and interprofessional approach

RESUMO Este artigo apresenta e discute as bases teórico-conceituais de uma combinação de estratégias e métodos utilizados na educação de profissionais da Saúde no contexto do Sistema Único de Saúde (SUS) brasileiro, com ênfase nas abordagens interdisciplinar e interprofissional. As reflexões produzidas foram baseadas em 11 iniciativas de educação pós-graduada realizadas entre 2009 e 2017. Foi realizada a análise documental do projeto pedagógico dos cursos de especialização intencionalmente selecionados, à luz dos conceitos de interdisciplinaridade e interprofissionalidade. Os referenciais metodológicos da perspectiva fleckiana e dialógica possibilitaram a análise e discussão das estratégias e métodos identificados. A superação da justaposição tanto de enfoques disciplinares quanto de perspectivas de diferentes profissões requer a disseminação de experiências educacionais e de trabalho que viabilizem interações entre diferentes coletivos de pensamento, de modo a possibilitarem a emergência de um estilo de pensamento interprofissional e práticas colaborativas.(AU)

RESUMEN Este artículo presenta y discute las bases teórico-conceptuales de una combinación de estrategias y métodos utilizados en la educación de profesionales de la salud en el contexto del Sistema Único de Salud brasileño, con énfasis en los abordajes interdisciplinario e interprofesional. Las reflexiones producidas tuvieron como base 11 iniciativas de educación de post-grado realizadas entre 2009 y 2017. Se realizó el análisis documental del proyecto pedagógico de los cursos de especialización intencionalmente seleccionados, considerando los conceptos de interdisciplinariedad e interprofesionalidad. Los referenciales metodológicos de la fleckiana y dialógica posibilitaron el análisis y la discusión de las estrategias y métodos identificados. La superación de la yuxtaposición tanto de enfoques disciplinarios como de perspectivas de diferentes profesiones requiere la divulgación de experiencias educativas y de trabajo que hagan posibles las interacciones entre diferentes colectivos de pensamiento de tal forma que posibiliten la emergencia de un estilo de pensamiento interprofesional y prácticas colaborativas.(AU)

ABSTRACT This article presents a set of strategies and methods used in health professional education in the context of the Brazilian National Health System (SUS). The investigative emphasis was placed on interdisciplinary education and interprofessional work. The background to this research is the experience of 11 postgraduate educational initiatives developed between 2009 and 2017. A documentary analysis of the pedagogical projects of the specialization courses was carried out, considering the concepts of interdisciplinarity and interprofessional work. Fleckian and dialogic methodological references were used to analyze teaching and learning strategies and methods. Results show that overcoming the juxtaposition of disciplinary approaches and also of perspectives of different professions requires the dissemination of educational and work experiences that enable interactions among different thought collectives in order to allow the emergence of an interprofessional thought style and collaborative practices.(AU)