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      Educação interprofissional no Programa PET-Saúde: a percepção de tutores Translated title: Interprofessional education in the PET-Health Program: perception of tutors. Translated title: La Educación interprofesional en PET-Salud: la percepción de los tutores.

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          O PET-Saúde da Universidade Federal de Minas Gerais (UFMG) foi a primeira experiência institucional de educação pelo trabalho em grupos tutoriais interprofissionais na atenção básica, envolvendo todos os cursos da saúde. Foi desenvolvido em centros de saúde de Belo Horizonte, Brasil, entre 2009 a 2011. O objetivo deste estudo foi compreender como os docentes/tutores do PET-Saúde da UFMG perceberam a Educação Interprofissional (EIP) presente no PET-Saúde, a partir da narrativa de 14 tutores do PET-Saúde. A maioria dos docentes foi favorável ao processo de ensino-aprendizagem em grupos interprofissionais no serviço, mesmo considerando a experiência desafiadora. O estudo identificou elementos importantes e nos permite considerar o PET-Saúde na UFMG como inovação educacional exitosa, e a atenção básica um contexto favorável para a educação interprofissional.

          Translated abstract

          The Minas Gerais Federal University (UFMG) PET-Health Program was the first institutional experience for education through work with interprofessional tutorial groups in a primary health care setting that involved all health courses. It was developed in Belo Horizonte health centers, Brazil, health centers from 2009 to 2011. The aim of this study was to evaluate how PET-Health teachers and tutors from UFMG understood the interprofessional educational process at PET-Health using the narratives of 14 PET-Health tutors. Majority of the teachers were pleased with the teaching-learning process in the service interprofessional groups and even considered it a challenging experience. The study identified key elements and allowed us to consider the UFMG PET-Health Program as a successful educational innovation and that primary health care was a favorable context for interprofessional education.

          Translated abstract

          El PET-Salud de la Universidad Federal de Minas Gerais (UFMG) fue la primera experiencia institucional de trabajo para la enseñanza de la educación en grupos interprofesionales tutoriales en la atención primaria, involucrando la participación de todas las carreras en el area dela salud. Fue desarrollado en los centros de salud de Belo Horizonte, Brasil, entre 2009 y 2011. El objetivo de este estudio era comprender cómo los docentes/tutores PET-Salud percibieron la educaciõn interprofesional (EIP) actual en el PET-Salud, a partir de la narrativa de 14 tutores del PET-Salud. La mayoría de los profesores fueron favorables a los elementos clave del processo de enseñanza-aprendizaje en grupos interprofesionales en el servicio. El estudio identifica y nos permite considerar el PET-Salud en la UFMG como innovación educativa exitosa y que la atención primaria es un contexto favorable para la educación interprofesional.

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          Most cited references 53

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          O Desafio do conhecimento pesquisa cualitativa em saúde

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            A best evidence systematic review of interprofessional education: BEME Guide no. 9.

            BACKGROUND AND REVIEW CONTEXT: Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited and thinly spread. This review identified, collated, analysed and synthesised the best available contemporary evidence from 21 of the strongest evaluations of IPE to inform the above proposition. In this way we sought to help shape future interprofessional education and maximize the potential for interprofessional learning to contribute to collaborative practice and better care. To identify and review the strongest evaluations of IPE. To classify the outcomes of IPE and note the influence of context on particular outcomes. To develop a narrative about the mechanisms that underpin and inform positive and negative outcomes of IPE. Bibliographic database searches as follows: Medline 1966-2003, CINAHL 1982-2001, BEI 1964-2001, ASSIA 1990-2003 which produced 10,495 abstracts. Subsequently, 884 full papers were obtained and scrutinized. In addition, hand searching (2003-5 issues) of 21 journals known to have published two or more higher quality studies from a previous review. Peer-reviewed papers and reports included in the review had to be formal educational initiatives attended by at least two of the many professional groups from health and social care, with the objective of improving care; and learning with, from and about each other. Standard systematic review procedures were applied for sifting abstracts, scrutinizing full papers and abstracting data. Two members of the team checked each abstract to decide whether the full paper should be read. A third member was consulted over any discrepancies. Similarly, each full paper was read by at least two members of the team and agreement sought before passing it to one member of the team (SR) for data abstraction. Other members of the team checked 10% of the abstraction records. Coding into a Statistical Package for Social Scientists (SPSS) data base led to collection of different outcome measures used in the primary studies via the common metric of an adapted Kirkpatrick's four-level model of educational outcomes. Additionally, a narrative synthesis was built after analysis of primary data with the 3-P model (presage-process-product) of education development and delivery. Government calls for enhanced collaboration amongst practitioners frequently leads to IPE that is then developed and delivered by educators, practitioners or service managers. Staff development is a key influence on the effectiveness of IPE for learners who all have unique values about themselves and others. Authenticity and customization of IPE are important mechanisms for positive outcomes of IPE. Interprofessional education is generally well received, enabling knowledge and skills necessary for collaborative working to be learnt; it is less able to positively influence attitudes and perceptions towards others in the service delivery team. In the context of quality improvement initiatives interprofessional education is frequently used as a mechanism to enhance the development of practice and improvement of services.
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              Interprofessional education: effects on professional practice and healthcare outcomes (update).

              The delivery of effective, high-quality patient care is a complex activity. It demands health and social care professionals collaborate in an effective manner. Research continues to suggest that collaboration between these professionals can be problematic. Interprofessional education (IPE) offers a possible way to improve interprofessional collaboration and patient care. To assess the effectiveness of IPE interventions compared to separate, profession-specific education interventions; and to assess the effectiveness of IPE interventions compared to no education intervention. For this update we searched the Cochrane Effective Practice and Organisation of Care Group specialised register, MEDLINE and CINAHL, for the years 2006 to 2011. We also handsearched the Journal of Interprofessional Care (2006 to 2011), reference lists of all included studies, the proceedings of leading IPE conferences, and websites of IPE organisations. Randomised controlled trials (RCTs), controlled before and after (CBA) studies and interrupted time series (ITS) studies of IPE interventions that reported objectively measured or self reported (validated instrument) patient/client or healthcare process outcomes. At least two review authors independently assessed the eligibility of potentially relevant studies. For included studies, at least two review authors extracted data and assessed study quality. A meta-analysis of study outcomes was not possible due to heterogeneity in study designs and outcome measures. Consequently, the results are presented in a narrative format. This update located nine new studies, which were added to the six studies from our last update in 2008. This review now includes 15 studies (eight RCTs, five CBA and two ITS studies). All of these studies measured the effectiveness of IPE interventions compared to no educational intervention. Seven studies indicated that IPE produced positive outcomes in the following areas: diabetes care, emergency department culture and patient satisfaction; collaborative team behaviour and reduction of clinical error rates for emergency department teams; collaborative team behaviour in operating rooms; management of care delivered in cases of domestic violence; and mental health practitioner competencies related to the delivery of patient care. In addition, four of the studies reported mixed outcomes (positive and neutral) and four studies reported that the IPE interventions had no impact on either professional practice or patient care. This updated review reports on 15 studies that met the inclusion criteria (nine studies from this update and six studies from the 2008 update). Although these studies reported some positive outcomes, due to the small number of studies and the heterogeneity of interventions and outcome measures, it is not possible to draw generalisable inferences about the key elements of IPE and its effectiveness. To improve the quality of evidence relating to IPE and patient outcomes or healthcare process outcomes, the following three gaps will need to be filled: first, studies that assess the effectiveness of IPE interventions compared to separate, profession-specific interventions; second, RCT, CBA or ITS studies with qualitative strands examining processes relating to the IPE and practice changes; third, cost-benefit analyses.

                Author and article information

                Role: ND
                Role: ND
                Role: ND
                Interface - Comunicação, Saúde, Educação
                Interface (Botucatu)
                UNESP (Botucatu )
                December 2015
                : 19
                : suppl 1
                : 817-829
                [1 ] Universidade Federal de Minas Gerais Brazil
                [2 ] Universidade Federal de Santa Catarina Brazil
                [3 ] Universidade de Brasília Brazil


                Product Information: SciELO Public Health
                Education & Educational Research
                Public, Environmental & Occupational Health


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