Peduzzi Marina, Norman Ian James, Germani Ana Claudia Camargo Gonçalves, da Silva Jaqueline Alcântara Marcelino, de Souza Geisa Colebrusco
Departamento de Orientação Profissional, Escola de Enfermagem, Universidade de São Paulo, São PauloSP, Brasil,
Rev Esc Enferm USP. 2013 Aug;47(4):977-83. doi: 10.1590/S0080-623420130000400029.
The theoretical constructs of interprofessional education (IPE) are analyzed based on two reviews of the literature, taking the context of training for healthcare professionals in Brazil into consideration. Three types of training are identified: uniprofessional, multiprofessional and interprofessional, with predominance of the first type. The first occurs among students of the same profession, in isolation; the second occurs among students of two or more professions, in parallel without interaction; and the third involves shared learning, with interaction between students and/or professionals from different fields. The distinction between interprofessionalism and interdisciplinarity is highlighted: these refer to integration, respectively, of professional practices and disciplines or fields of knowledge. Through the analysis presented, it is concluded that in the Brazilian context, IPE (the basis for collaborative teamwork) is still limited to some recent initiatives, which deserve to be investigated.
基于对两份文献综述的分析，同时考虑到巴西医疗保健专业人员的培训背景，对跨专业教育（IPE）的理论构建进行了研究。确定了三种培训类型：单一专业培训、多专业培训和跨专业培训，其中单一专业培训占主导地位。第一种培训发生在同一专业的学生之间，彼此孤立；第二种培训发生在两个或更多专业的学生之间，并行开展但没有互动；第三种培训涉及共享学习，不同领域的学生和/或专业人员之间会进行互动。文中强调了跨专业主义和跨学科性之间的区别：它们分别指专业实践以及学科或知识领域的整合。通过所呈现的分析得出结论，在巴西的背景下，跨专业教育（协作团队合作的基础）仍局限于一些近期的举措，这些举措值得深入研究。
