Interprofessional education and the formative actions of the emergency provision axis of the More Doctors Program

Abstract

This article aimed to identify if the formative actions of the axis of the emergency provision of the More Doctors Program are based on theoretical and methodological elements of Interprofessional Education from the program participants' perspective. It is an exploratory and qualitative study, developed in 2016, in Brazil. Data were collected through interviews and focus groups with 82 participants of the program, and treated by content analysis, which produced three categories: Assumptions of Interprofessional Education set forth in the formative cycles of the More Doctors; Changes in process of teamwork, from the perspective of the elements of Interprofessional Education, triggered by the formative cycles; Difficulties for the approach of Interprofessional Education in the formative cycles. Among the elements enunciated in the formative processes are the learning about the role of each profession, sharing of experiences and centrality of care in the patient. However, the fundamental precept of Interprofessional Education of learning between two or more professions is not applied systematically. The More Doctors constitutes a propitious policy for the strengthening of interprofessionality, especially since its proposal is based on the logic of permanent education, which demands the establishment of a relationship of mutual influence between education and work in health.