Resumen
- Introduction: MEIP is a course supported by an e-learning model, centered on the student, organized in small groups, under the tutorship of a facilitator and with the AIAS pedagogy (Activities Integrative Learning by Systems). Its purpose is to educate future health professionals under a collaboration-oriented model (in work teams) that will improve the quality of health care and patient safety. Objective: To describe the experiences, values and tensions found in the implementation of MEIP since 2018, at the School of Medicine and Health Sciences, of the Universidad del Rosario. Methods: Descriptive qualitative case study. Qualitative information was collected on the perception of curricular designers, facilitators and students, about MEIP, through various sources such as focus groups, field diaries, semi-structured interviews. Results: Contrary to what was assumed in the planning phase, the implementation of MEIP required not only an academic effort, but also a logistical one, for example, anchoring the course in subjects of each program, reviewing enrollment lists, creating the course on the Moodle platform, enroll students, organize groups of facilitators and students. The main tensions were grouped into cultural categories, such as not identifying the course as part of the official curriculum and lack of motivation of some students. Management categories were also found, such as problems uploading grades and time management difficulties. Another difficulty was the lack of knowledge of managing Moodle. On the other hand, the students highlighted the following valuable aspects of the course: a) an improvement in teamwork was perceived; b) debate was encouraged; c) a change in attitude towards other professions was recognized; d) a construction of knowledge of the role they have of their profession and of other professions was conceived. Conclusion: Designing and implementing a curricular component of Interprofessional Education, such as MEIP, for seven undergraduate health programs, was a project that involved enormous efforts to change the perception of the roles of students and teachers. The students' perception of the value of this course was consistent with the planned educational purposes, that is, recognizing the importance of other professions in health care and patient safety, learning from others, and promoting interprofessional teamwork. The future challenges of this project include fostering an attitudinal change of teachers and students regarding Interprofessional Education, continuing to train teachers in this pedagogical model and the use of Moodle, and investigating the impact of this training in professional practice scenarios.
- MODELOS DISRUPTIVOS PARA LA EDUCACIÓN INTERPROFESIONAL EN SALUD