Freire Filho José Rodrigues, Viana Da Costa Marcelo, Forster Aldaísa Cassanho, Reeves Scott
a Master in Science Community Health Program, Department of Social Medicine, Ribeirão Preto Medical School , University of São Paulo , Monte Alegre, Ribeirão Preto , São Paulo , Brazil.
b Nursing Department, Campus Profa. Maria Elisa de Albuquerque Maia , State University of Rio Grande do Norte , Pau dos Ferros , Rio Grande do Norte , Brazil.
J Interprof Care. 2017 Nov;31(6):754-760. doi: 10.1080/13561820.2017.1346592. Epub 2017 Sep 1.
The National Curricular Guidelines (NCGs) are important documents for understanding the history of academic health professions education in Brazil. Key policies within the NCGs have helped to reorient health professions education and have stimulated curricular changes, including active learning methodologies and more integrated teaching-service environments, and, more recently, have introduced interprofessional education (IPE) in both undergraduate and postgraduate sectors. This article presents the findings of a study that examined the NCGs for nursing, dentistry, and medicine courses as juridical foundations for adopting strategies that promote IPE across higher education institutions in Brazil. We employed a comparative and exploratory documentary analysis to understand the role of IPE and collaborative practices in NCGs for the three largest professions in Brazil. Following a thematic analysis of these texts, four key themes emerged: faculty development; competencies for teamwork; curricular structure; and learning metrics. Key findings related to each of these themes are presented and discussed in relation to the wider interprofessional literature. The article goes on to argue that the statements contained in the NCGs about adoption of IPE and collaborative practices will have an important influence in shaping the future of health professions education in Brazil.
《国家课程指南》（NCGs）是了解巴西医学专业教育历史的重要文件。NCGs中的关键政策有助于重新定位医学专业教育，并推动课程改革，包括采用主动学习方法和构建更具综合性的教学-服务环境，最近还在本科和研究生阶段引入了跨专业教育（IPE）。本文介绍了一项研究的结果，该研究将护理、牙科和医学课程的NCGs作为巴西各高等教育机构采用促进IPE策略的法律依据进行了审查。我们采用了比较性和探索性的文献分析方法，以了解IPE和协作实践在巴西最大的三个专业的NCGs中的作用。在对这些文本进行主题分析后，出现了四个关键主题：教师发展；团队合作能力；课程结构；以及学习指标。本文针对每个主题呈现并讨论了相关的主要研究发现，并与更广泛的跨专业文献进行了关联。文章进而指出，NCGs中关于采用IPE和协作实践的表述将对塑造巴西医学专业教育的未来产生重要影响。
