Avaliação da disponibilidade para a aprendizagem interprofissional de discentes da Universidade da Região de Joinville-UNIVILLE

Abstract

Interprofessional education assumes importance as a subsidy for the formation of ready - to - act collaborative workforce as a strategy for improving fragmented health systems in developed and underdeveloped countries (WHO, 2010). This study aimed to evaluate the availability for collaborative learning of the students of the Physical Education and Dentistry, who attended the first class of the curricular component in the second semester 2018. This is a quantitative, descriptive cross-sectional research. A socio-demographic questionnaire was applied and the Readiness for interprofessional Learning Scale (RIPLS). This is a validated Likert scale for use in Brazil, and suitable for assessing availability for learning interprofessional. With the results was constructed and validated by double typing, a database through the program Epidata 3.1. Data analysis took place in the Stata software 12.0. Fifty-eight students participated in the study, response rate of 82.5% among dentistry students and 71.4% among students from Physical Education. Of the participants 59% were women, 60% were under 21, 33% had a scholarship, 38% were in paid work and 48% participated in some extension project throughout the academic life. Results of the RIPLS scale showed health academics with readiness for interprofessional learning, with a general average of the factors of scale of 4.2 (SD 0.38) with 83% of the answers agree or totally agree. The average was above “4 - I agree” for Factor 1 –Teamwork and collaboration (average 4.3; SD 0.53) and for Factor 3 - Attention focused on the person (average 4.5; SD 0.44), concentrating respectively 89% and 95% of the answers agree or totally agree.The average was less than “4- agree” for Factor 2 - Professional Identity (average 3.7; SD 0.39) with 66% of the answers agree or totally agree. In the sense of proposing a direction of the plan PIS component, we compared its objectives with the results of the RIPLS scale, so that within each factor we use the statements with greater disagreement, as a guideline to be reinforced in the process of teaching learning of the curricular component.