INTERPROFESSIONAL EDUCATION AND COLLABORATIVE LEARNING IN THE CONTEXT OF HEALTH RESIDENCIES

AN INTEGRATIVE LITERATURE REVIEW

Abstract

Objective: To characterize interprofessional education (IPE) and collaborative learning in the daily routine of health residencies. Method: This is an integrative literature review (ILR), in which studies available in the databases of Scientific Electronic Library Online (SciELO), Virtual Health Library (VHL) of the Brazilian Ministry of Health, PubMed and Web of Science (WOS), published between 2005 and 2022, were searched. Results: A total of 797 publications were located, of which 66 were excluded due to repetition. Titles and abstracts of 731 publications were reviewed and 87 articles were selected and read in full. At this stage, two independent reviewers performed the reading to ensure an accurate selection. The final sample consisted of 22 articles, published between 2009 and 2022, carried out in the United States, Brazil and Canada. The results identified residents’ perceptions of interprofessionality and interprofessional relationships, based on studies conducted with residents, physicians, and multidisciplinary teams. The lack of knowledge of the role of each profession, the power relations present in daily work, and the productivist logic in health services negatively interfered with collaborative practice. Of the IPE interventions conducted with residents, with the purpose of assisting in the development of collaborative skills, with emphasis on interprofessional communication, simulation was the one that appeared most prominently in the studies. Conclusion: The ILR confirmed that IPE has the potential to positively influence residents’ attitudes and behaviors, promoting collaborative practice and conflict management. The educational resources applied demonstrated benefits related to the improvement in relationships between the different professions and the resolution of patient care.