ArticleBMC medical education2026
Interprofessional education program: perceptions and experiences among Brazilian participants.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundInterprofessional education (IPE) is fundamental to developing collaborative competencies and, consequently, effective teamwork. The Health Work Education Program (PET-Health) is a Brazilian federal initiative that promotes interprofessional and collaborative practices within the community. Its aim is to strengthen the teaching–service–community relationship, qualify professionals working in the Unified Health System, and support student training to address community health issues. The 9th PET-Health call for proposals selected programs that foster the teaching–service–community relationship through interprofessional initiatives. The proposal submitted by the University Center of Valença was approved, and activities began in April 2019. This study aimed to assess the impact of the PET-Health program on the development of collaborative competencies through a qualitative investigation. The study is justified by the need to ensure coordinated, safe, and effective care that meets patients’ needs.
methodsThis exploratory qualitative study was based on narratives from students and preceptors participating in an interprofessional PET-Health program at the University Center of Valença (UNIFAA). Narratives were analyzed using the software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRaMuTeQ), version 0.7 alpha 2. The methodological approach was grounded in a phenomenological perspective, allowing participants’ perceptions to emerge authentically and without distortion.
resultsThe corpus comprised 25 narratives, divided into 321 text segments (TSs), of which 272 (84.74%) were retained for analysis. A total of 11,382 occurrences (words or forms) and four classes emerged. Class 1 highlighted the program’s role in clarifying professional roles, reducing stereotypes, and strengthening communication. Class 2 addressed the challenges imposed by the COVID-19 pandemic. Class 3 described adaptations, such as remote health education, implemented to ensure program continuity. Class 4 emphasized the value of community-based teaching in fostering collaborative competencies and the preceptor’s role as a mediator in this context.
conclusionsThe PET-Health program fosters teamwork. Participants reported improved communication with other professionals, reduced stereotypes, and a deeper understanding of the roles of different healthcare workers. Although the COVID-19 pandemic hindered in-person activities, it stimulated the use of remote strategies and information and communication technologies in health education. Preceptors play a central role in integrating teaching, service, and community, as well as fostering the development of collaborative competencies. Participants emphasized the importance of implementing interprofessional education in both student training and professional development. Longitudinal studies are needed to assess the impact of IPE on population health outcomes. Interprofessional education is fundamental to training health professionals and should be embedded in curriculum guidelines, pedagogical programs, and public health policies.
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