A Residents' perception of Interprofessional Education for collaborative practice in the SUS

Abstract

Introduction. This article explores the possibilities offered by the training process of the multiprofesional residency as a space that facilitates the development of skills for interprofessional work in the Unified Health System, our SUS. It’s trigger was the innovative proposal for a recently created public health school, which inserted elements of interprofessionality into the context of training resident professionals. Goal. To understand and analyze the perception of resident professionals about the contributions of the training process to the development of collaborative interprofessional practice in the SUS. Method. A qualitative, descriptive and exploratory research was organized, outlined using the narrative method and guided by hermeneutic-dialectic analysis. Narrative resources were also used as a data collection instrument. The research operationalization phase integrated, in addition to a brief documentary survey, two interdependent and sequenced movements: the production of critical-reflective narratives, created individually by each research participant; and the organization of a synthesis narrative, validated by the collective. Results. The study highlighted potentialities and gaps in this training, demonstrating that the Program has mechanisms that contribute to the development of interprofessionality in the SUS, but that it needs to be better investigated to be considered as a proposal for Interprofessional Education. Conclusion. Resident professionals have chosen collaborative interprofessional practice, collaboration between teams, network cooperation and teamwork, as referenced in their speeches on memories, experiences and collective experiences of working in the SUS.