Path and implementation of interprofessional discipline in Health courses

In interprofessional education, two or more health professions learn with each other, improving attitudes, knowledge, skills, and behaviors for collaborative practice. At Universidade Estadual do Maringa (UEM), the curricula of health courses have hierarchical and teacher-centered disciplines. Chang...

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Bibliographic Details
Published in:Interface (Botucatu, Brazil) Brazil), 2018-11, Vol.22 (S2), p.1763
Main Authors: Miguel, Edson Arpini, Albiero, Adriana Lenita Meyer, Alves, Rozilda Neves, Bicudo, Angelica Maria
Format: Article
Language:English
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Summary:In interprofessional education, two or more health professions learn with each other, improving attitudes, knowledge, skills, and behaviors for collaborative practice. At Universidade Estadual do Maringa (UEM), the curricula of health courses have hierarchical and teacher-centered disciplines. Changes are justified aiming at a complete education. This paper describes the creation of primary care disciplines. Curricular components Healthcare I and II were introduced in the curricular matrix. The Maguerez Arc was used in the activities as an active methodology, as well an assessment system comprised of cognitive, psychomotor, and affective axes, which are articulate, continuous, and systematic. It is concluded that interprofessional education can be an integration between university and health services, working towards training the students so that knowledge essentially contributes to the community's wellbeing. Keywords: Interprofessional education. Curriculum. Active methodologies.
ISSN:1414-3283
DOI:10.1590/1807-57622017.0576