Resumo

NUTO, Sharmênia de Araújo Soares; LIMA JUNIOR, Francisco Cristovão Mota; CAMARA, Ana Maria Chagas Sette  e  GONCALVES, Carla Beatrice Crivellaro. An Evaluation of Health Sciences Students’ Readiness for Interprofessional Learning. Rev. Bras. Educ. Med. [online]. 2017, vol.41, n.1, pp.50-57. ISSN 1981-5271.  https://doi.org/10.1590/1981-52712015v41n1RB20160018.

Interprofessional learning is an important tool in the development of collaborative competences among health sciences students. We believe the following study is highly relevant due to the fact that experience in this concept has been limited in Brazil, particularly due to resistance from institutions, teachers, and students, also hampered as it is by bureaucratic obstacles and professional corporatism. Using cross-sectional, descriptive, quantitative, and observational methodology, we evaluated the readiness for interprofessional learning among health sciences students at the University of Fortaleza in northeastern Brazil. With the sample consisting of 770 nursing, physical education, pharmacy, physical therapy, speech therapy, dentistry, nutrition, psychology, medicine, and occupational therapy students in their early, middle and late semesters, information was collected by means of the Readiness for Interprofessional Learning Scale Questionnaire translated into Portuguese and validated for undergraduate students. A database was built with the Epidata 3.1 software, using two-pass verification and exported to Stata 12.0 for analysis. Differences in scores were analyzed with the t test and Anova, while agreement between statements was evaluated with the chi-square test. The level of statistical significance was set at 5% (p < 0.05). The participants included 186 men (24.2%) and 584 women (75.8%). On average, women scored significantly better (109.27) than men (107.5) with regard to the development of collaborative competences (p = 0.0082). The overall average score was 108.8, with no significant difference between courses (p = 0.947). Average scores, did, however, not only decrease with age (16-20 years = 110; 21-25 years and >26 years = 108.2) (p = 0.016), but also according to length of attendance (early semesters = 110.3; middle semesters = 108.7; late semesters = 107.93) (p = 0.0052). The readiness for interprofessional learning displayed by students in their early semesters shows that the concepts of team work/collaboration, professional identity, and patient-centered care may be strengthened in the early semesters of the curriculum without encountering significant resistance on the part of the students, suggesting such practices should be encouraged throughout the entire course.

Palavras-chave : Education, Higher; Interdisciplinary Communication; Interprofessional Relations; Medical Education.

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