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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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
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container_title Interface (Botucatu, Brazil)
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creator Miguel, Edson Arpini
Albiero, Adriana Lenita Meyer
Alves, Rozilda Neves
Bicudo, Angelica Maria
description 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.
doi_str_mv 10.1590/1807-57622017.0576
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title Path and implementation of interprofessional discipline in Health courses
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