ABSTRACT
Objective:
to examine the interprofessional education elements present in the integrated curricula of the Multiprofessional Residency Programs in Health in the cities from inland Rio Grande do Norte.
Method:
a documentary research study based on the analysis of three Pedagogical Course Projects with a quantitative approach. The data were extracted with the aid of an adapted instrument, processed in the Iramuteq software, presented in charts and in a dendrogram and analyzed by thematic categories and interpretively.
Results:
the text corpus was built from the organization of all the information through the adapted instrument and subsequently analyzed in Iramuteq through Descending Hierarchical Classification. The emergence of two main classes was identified: Class 3, which was subdivided into classes 1 and 2; and Class 4. From the keywords found in the dendrogram corresponding to each Class and their statistical similarity, it was possible to organize the classes into analysis categories, as follows: Class 3 - Interprofessional Education: Actors, contexts and strategies; and Class 4 - Methodological and evaluative strategies for building interprofessional competencies and skills. Through the Pedagogical Course Projects, a training process that values the development of competencies for teamwork, interprofessional and comprehensive care is indicated, based on the guiding principles of interprofessional education.
Conclusion:
there is an effort by the pedagogical projects to point to an integrated curriculum based on Interprofessional Education since, in their theoretical framework, they contribute fundamental principles for developing the teaching-learning process.
DESCRIPTORS:
Curriculum; Interprofessional education; Graduate studies; Interdisciplinary practices; Competency-based education
Thumbnail
Thumbnail
Thumbnail
