The effects of interprofessionality on the induction of health care quality
IFMSA Denem - Universidade de Vassouras, Vassouras
Work Medicine
Medical Education
Marcos Alex Mendes da Silva
Marcos Alex Mendes da Silva
English; Portuguese
4 weeks
Cities/Months Jan Feb Mar Apr May Jun Jul Augt Sep Oct Nov Dec
No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No
Type of Research Project
- Basic science
What is the background of the project?
The assumptions of Interprofessional Education have gained relevance due to the need to reorient the work processes in the health area, incorporating teamwork and collaborative work in professional practices aimed at increasing the quality of care. In this sense, initiatives on this subject have been included in the training curriculum of different undergraduate, postgraduate and permanent and / or continuing education courses. The method of data collection and interpretation adopted will be the quantitative and qualitative approach through document analysis, case studies and workshop production. It is expected that different interprofessionality initiatives will be found and that the effects of their implementation have contributed positively to the improvement of the work process quality and health care.
What is the aim of the project?
The aim of this study is to know the effects of Interprofessionality initiatives adopted by undergraduate teaching in Medical courses on the quality of health care in the state of Rio de Janeiro. The project consists of a analytical research that intends on further determining the relationship between the presence of interprofessionality initiatives in the curriculum of the student and their willingness to collaborate on their workspace with other kinds of health professionals.
What techniques and methods are used?
In the first stage, the qualitative approach will be adopted through document analysis, in which researchers will analyze the curriculum and teaching plans of undergraduate medical, dental and nursing courses that are available and in the public domain, with the objective of identifying interprofessionality initiatives. In the second stage, a multiple case study will be conducted, considering as inclusion criteria the courses whose available curriculum include such initiatives, and will correspond to a research strategy based on quantitative and qualitative methodologies based on several convergent information sources, which will be triangulated to answer the research questions. Using mixed methods, the cases will be studied using different techniques and considering the perspectives of the main actors involved. The main sources of information will be the data generated by the application of structured and validated questionnaire READINESS INTERPROFESSIONAL LEARNING SCALE (RIPLS), through an application created for remote use on smartphones, intended for students of these courses. For the interpretation of the data, during the documental analysis, the content analysis method will be adopted (Bardin, 2011), which will help to understand and explain them, and in the phase of questionnaires application, the descriptive and inferential statistics will help to interpret the information. In the third stage of the study, it is envisioned to subsidize the processes of formation and interprofessional practices, both in the academic environment and in health services, through the availability of virtual and / or face-to-face workshops on teamwork and collaborative work by professionals and students as technical products of the study. The questionnaire aims to identify in the interviewed student positive attitudes and willingness to share learning, teamwork, collaboration, trust and respect towards students in other professional fields, negative attitudes towards interprofessional learning, professional autonomy and clinical objectives of each profession and positive attitude and willingness to understand the needs of the patient's perspective based on relationships of trust, compassion and cooperation.
What is the role of the student?
- The student will observe the practical experiments but will be highly involved in the analysis of the results
- The tasks of the student will be performed on his/her own
- The tasks will be done under supervision
What are the tasks expected to be accomplished by the student?
The student is expected to be able to analyze documents such as curriculum and teaching plan of Biomedical courses to identify interprofessionality initiatives, communicate with students in the Biomedical field to apply a questionnaire through an application (Readiness Interprofessional Learning Scale - RIPLS), present the informed consent form to research participants, interpret the obtained data with techniques developed by Bardin and partake in virtual or real workshops on collaborative work for professionals and students. All tasks expected from the students may be performed in English if that’s the student’s preferred language (interviewing the participants, applying the questionnaire and annalyzing data).
Will there be any theoretical teaching provided (preliminary readings, lectures, courses, seminars etc)
The tutor will provide lectures on the methodology of the project and on how to overcome the language barrier to collect data. The students will be introducted to scientific research, with focus on the development of an observational study with questionnaire application.
What is expected from the student at the end of the research exchange? What will be the general outcome of the student?
- The student will prepare a poster
- The student will prepare a scientific report
What skills are required of the student? Is there any special knowledge or a certain level of studies needed?
Basic digital tools knowledge (such as word processing documents, slide presentation software, electronic reference materials and tablet and cellphone applications) and communication skills.
Are there any legal limitations in the student’s involvement
We might accept two students together at the same month, but it has to be told in advance and mentioned in the students' application forms.
Type of students accepted
This project accepts:
- Medical students
- Graduated students (less than 6 months)
- Pre-Medical students from the American-British system
- Students in biomedical fields
- Dental medicine students (IADS members)
- BARDIN; L. Análise de conteúdo. São Paulo: Edições 70; 2011.
- BRASIL. Ministério da Saúde. Portaria nº 198/GM de 13 de fevereiro de 2004. Institui a Política Nacional de Educação Permanente em Saúde como estratégia do Sistema Único de Saúde para a formação e o desenvolvimento de trabalhadores para o setor e dá outras providências.
- COSTA; MV. A educação interprofissional como abordagem para a reorientação da formação profissional em saúde. 2014. 150f. Tese (Doutorado em Ciências da Saúde) - Centro de Ciências da Saúde; Universidade Federal do Rio Grande do Norte; Natal; 2014.
- COSTA; MV. A Educação e o trabalho interprofissional alinhados ao compromisso histórico de fortalecimento e consolidação do Sistema Único de Saúde (SUS). Interface (Botucatu) vol.22 supl.2 Botucatu 2018.
- TOASSI; RFC. Interprofissionalidade e formação na saúde : onde estamos? [recurso eletrônico] – 1.ed. – Porto Alegre:Rede UNIDA; 2017.p. : il. – (Série Vivência em Educação na Saúde).