Interprofessional education strategy for strengthening the methodology of scientific research in Health Sciences teachers

Abstract

Introduction: Interprofessional Education (IPE) is a form of interdisciplinary learning that is coordinated and collaborative, with the aim of achieving skills and competencies in certain areas of knowledge. In recent decades, this type of training has been promoted in health sciences.

Objective: to determine the effectiveness of an IPE strategy on scientific research methodology for health sciences teachers at the Instituto Superior Politécnico “Alvorecer da Juventude” (ISPAJ) in Luanda, Angola.

Methods: a quasi-experimental longitudinal strategy research with before-after measurement was carried out on a sample of 44 tutors. The IPE consisted of 10 meetings, in which nine variables related to the theoretical and methodological design of a research project were addressed.

Results: among the main variables, high percentages were obtained after the intervention: in the correct writing of the conclusions (34.1% vs 47.4%; p=0.47). In the writing of objectives (59.1% vs 84.2%; p=0.09). In sampling techniques (2.3% vs 21.1%; p=0.04). In study design (20.5% vs 26.3%; p=0.85). No significant differences were observed in the level of knowledge between those who present or not an academic category or scientific degree in both the first measurement and the second measurement. However, at the end of the intervention, teachers with fewer years of experience learned more.

Conclusions: the IPE on scientific research methodology turned out to be more effective in learning the components of the methodological design than in the components of the theoretical design and this learning process had nothing to do with previous academic training but with years of experience.