Interprofessional education in the teaching of childcare: participatory action research of a collaborative learning trajectory
DOI:
https://doi.org/10.11606/issn.2176-7262.rmrp.2024.226527Keywords:
Childcare, Interprofessional education, Action research, Collaborative learningAbstract
This article presents an excerpt from a master's thesis in health education, in the teaching-service-community integration research line. Objective: to analyze the process of incorporating the theoretical-conceptual and methodological frameworks of interprofessional education (IPE) into childcare teaching for students from different health professional categories. The question of this research was: what are the potentialities and challenges in teaching childcare using interprofessional education assumptions? Methods: descriptive and exploratory research, with a qualitative approach, based on participatory action research, conducted in two stages. The study as approved by institutional Research Ethics Committee under number 3.488.314. The research included the participation of nineteen undergraduate students from the Nursing (03), Speech Therapy (07), Medicine (06) and Nutrition (03) courses and one professor from each department. The data analysis method was reflective thematic analysis of reading about research diary records and reflective portfolios. Results: structuring of learning objectives, definition of common competencies cores and definition of teaching methodologies in the first stage; identification of student expectations; determining the strengths and weaknesses of the educational experience in the second stage. Conclusion: childcare proved to be a field conducive to the incorporation of IPE principles, with the potential to contribute to teaching, promote interaction between students and teachers from different courses and boost the development of collaborative practices. Furthermore, participatory action research proved to be an appropriate method for intervention, evaluation and reflection on educational provision, benefiting the organization of this work process. However, the study highlighted the need to invest in training on interprofessional education for students and teachers, in addition to curricular modifications for its effective inclusion in undergraduate and postgraduate programs.
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