Cultivating the field of Interprofessional Education and Training in Health

Abstract

The text discusses the contemporary challenges faced by health systems and the urgent need to reform professional training models so that workers are prepared to meet the increasingly complex demands of society. Traditional training, marked by fragmentation and the isolated development of specific competencies, has produced professionais silos that hinder teamwork and compromise the quality of care. In this context, international documents from the WHO and PAHO, together with the Sustainable Development Goals, reinforce the importance of strengthening collaborative practices and investing in the preparation of professionals capable of working in an integrated manner. Interprofessional Education (IPE) emerges as a fundamental strategy to overcome the historical inconsistency of training separately professionals who will necessarily work together. By promoting shared learning from the undergraduate level, IPE contributes to the development of collaborative competencies, reduces rework, increases patient safety, and optimizes health system resources. From its early initiatives in the United Kingdom in the 1960s to the theoretical framework published by the WHO in 2010, IPE has been consolidated as a structuring axis for reorienting curricula and strengthening interprofessional practice. The National Curriculum Guidelines also highlight this need by emphasizing that health education should prepare professionals for teamwork. Thus, Interprofessional Education stands out as an essential pathway to improve the quality of care, align services with population needs, and promote more integrated, effective, and safe practices.