Evaluation and monitoring of interprofessional work and education: scoping review protocol
DOI:
https://doi.org/10.15343/0104-7809.202549e17982025IKeywords:
Patient Care Team, Interprofessional Relations, Health IndicatorsAbstract
The literature identifies interprofessional work and education as promising approaches for improving the quality and effectiveness of health services and professional training. Interprofessional practices, both in the domains of work and education, are those developed based on effective communication among professionals from different fields and between these professionals and service users, integrating the actions of professionals and students from diverse backgrounds, with a focus on the health needs of users, families, and communities, as well as on the comprehensiveness of care. This study aims to describe the planning of a scoping review that will map the indicators adopted for the evaluation and monitoring of interprofessional work and education in health, as well as the processes involved in their development. This is a scoping review protocol structured in five stages: (a) formulating the review question; (b) mapping studies from the literature and other sources; (c) selecting the studies; (d) extracting the data; and (e) collating, summarizing, and presenting the results. It is expected that the results of the scoping review planned from this protocol will enable the identification and description of indicators used to assess and monitor interprofessionality in the health field. The identification of these indicators represents a preliminary stage to support future processes of construction, adaptation, and validation of measures aligned with the principles and guidelines of the Brazilian Unified Health System (Sistema Único de Saúde – SUS), as well as the development of health workforce and education management policies that incorporate an interprofessional perspective.
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Avaliação e monitoramento do trabalho e educação interprofissional: scoping review protocol
References
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Reeves S, Pelone F, Harrison R, Goldman J, Zwarenstein M. Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database Syst Rev. 22 de junho de 2017. DOI https://doi.org/10.1002/14651858.cd000072.pub3
Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, et al. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher. 2016; 38:656-668. DOI https://doi.org/10.3109/0142159X.2016.1173663
Peduzzi M, Agreli HLF, Silva JAM, Souza HS. Trabalho em equipe: uma revisita ao conceito e a seus desdobramentos no trabalho interprofissional. Trab Educ Saúde. 2020; 18(supl 1):e0024678. DOI https://doi.org/10.1590/1981-7746-sol00246
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Peduzzi M, Agreli HF. Trabalho em equipe e prática colaborativa na Atenção Primária à Saúde. Interface (Botucatu). 2018; 22(supl 2):1525-34. DOI https://doi.org/10.1590/1807-57622017.0827
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Peduzzi M, et al. Trabalho em equipe, prática e educação interprofissional. In: Clínica Médica. Barueri: Manole; 2009. p. 171–8.
Xyrichis A, Ross F. In this issue. J Interprof Care. 01 de maio de 2019; 33(3):273. DOI https://doi.org/10.1080/13561820.2019.1609627
Pereira AKAM, Lucena EES, Silva JAM, Vilar MJP, Costa MV. Bases teórico-conceituais e metodológicas para adoção da educação interprofissional: uma análise a partir do PET-Saúde Interprofissionalidade. Medicina (Ribeirão Preto). 2024; 57(2):e-225683. DOI https://doi.org/10.11606/issn.2176- 7262.rmrp.2024.234844
Ogata MN, Silva JAM, Peduzzi M, Costa MV, Fortuna CM, Feliciano AB. Interfaces entre a educação permanente e a educação interprofissional em saúde. Rev Esc Enferm USP. 2021; 55:e03733. DOI https://doi.org/10.1590/S1980-220X2020018903733
Poletto PR, Batista SHSS, Batista NA. A educação interprofissional na graduação de cursos da saúde: a experiência do campus Baixada Santista da Universidade Federal de São Paulo. In: Batista NA, Uchôa-Figueiredo LR, organizadoras. Educação interprofissional no Brasil: formação e pesquisa. Porto Alegre (RS): Editora Rede Unida; 2022. p. 89–108.
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Gontijo ED, Freire Filho JR, Forster AC. Educação interprofissional em saúde: abordagem na perspectiva de recomendações internacionais. Cad Cuidado. 14 de janeiro de 2020; 3(2):20–38. DOI https://doi.org/10.35699/2526-4559.2020.19621
Freire JR, Silva CBG, Costa MV, Forster AC. Educação interprofissional nas políticas de reorientação da formação profissional em saúde no Brasil. Saúde Debate. 2019; 43(spe1):86–96. DOI https://doi.org/10.1590/0103-11042019S107
Bogossian F, New K, George K, Barr N, Dodd N, Hamilton A, et al. The implementation of interprofessional education: a scoping review. Adv Health Sci Educ. 2022; 28:243–277. DOI https://doi.org/10.1007/s10459-022-10128-4
Witt Sherman D, Flowers M, Alfano AR, Alfonso F, De Los Santos M, Evans H, et al. An integrative review of interprofessional collaboration in health care: building the case for university support and resources and faculty engagement. Healthcare (Basel). 2020;8(4):418. DOI https://doi.org/10.3390/ healthcare8040418
Nundy S, Cooper LA, Mate KS. The quintuple aim for health care improvement: a new imperative to advance health equity. JAMA. 2022;327(6):521– 2. DOI https://doi.org/10.1001/jama.2021.25181
Brasil. Ministério da Saúde. Portaria GM/MS n. 2.168, de 5 de dezembro de 2023. Institui o Programa de Valorização da Gestão do Trabalho e da Educação na Saúde no âmbito do Sistema Único de Saúde – Valoriza GTES-SUS. Diário Oficial da União. Edição 232. Seção 1. p. 114. Disponível em: https://bvsms.saude.gov.br/bvs/saudelegis/gm/2023/prt2168_07_12_2023.html
Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005;8(1):19–32. DOI https://doi.org/10.108 0/1364557032000119616
Peters MDJ, Godfrey C, McInerney P, Munn Z, Tricco AC, Khalil H. Scoping reviews. In: Aromataris E, Lockwood C, Porritt K, Pilla B, Jordan Z, editors. JBI manual for evidence synthesis. JBI; 2024. DOI https://doi.org/10.46658/JBIMES-24-09
Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, et al. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med. 2018;169(7):467–73. DOI https://doi.org/10.7326/M18-08
Braun V, Clarke V. One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qual Res Psychol. 2020;18(3):328–52. DOI https://doi.org/10.1080/14780887.2020.1769238
D’Amour D, Goulet L, Labadie JF, Martín-Rodriguez LS, Pineault R. A model and typology of collaboration between professionals in healthcare organizations. BMC Health Serv Res. 2008;8(1):1–14. DOI https://doi.org/10.1186/1472-6963-8-188
Verspuy M, Bogaert PV. Interprofessional collaboration and communication. In: The organizational context of nursing practice: concepts, evidence, and interventions for improvement. Cham: Springer International Publishing; 2018.
World Health Organization. Global competency and outcomes framework for universal health coverage. Geneva: World Health Organization; 2022.
Guraya SY, Barr H. The effectiveness of interprofessional education in healthcare: a systematic review and meta-analysis. Kaohsiung J Med Sci. 2018;34(3):160–5. DOI https://doi.org/10.1016/j.kjms.2017.12.009
Agreli HF, Peduzzi M, Bailey C. Contributions of team climate in the study of interprofessional collaboration: a conceptual analysis. J Interprof Care. 2017;31(6):679–84. DOI https://doi.org/10.1080/13561820.2017.1351425
Carron T, Rawlinson C, Arditi C, Cohidon C, Hong QN, Pluye P, et al. An overview of reviews on interprofessional collaboration in primary care: effectiveness. Int J Integr Care. 2021;21(2). DOI https://doi.org/10.5334/ijic.5588
Khalili H, Lackie K, Langlois S, Wetzlmair LC, Working Group. Global IPE situational analysis result final report. InterprofessionalResearch.Global Publication; 2022. [acessado em 15 de agosto de 2025]. Disponível em: https://interprofessionalresearch.global/2022-global-ipe-situational-analysis-results/
Organização Mundial da Saúde (OMS). Organização Pan-Americana da Saúde. Estratégia de recursos humanos para o acesso universal à saúde e a cobertura universal de saúde. Washington, DC: OPAS. 2017. Acessado em 25 de fevereiro de 2021. Disponível em: https://apsredes.org/wp-content/ uploads/2019/01/Strategy_HR_CSP29.R15_port.pdf
Organização Mundial da Saúde (OMS). Organização Pan-Americana da Saúde. Estratégia de recursos humanos para o acesso universal à saúde e a cobertura universal de saúde. Washington (DC): OPAS; 2017. Acessado em 25 de fevereiro de 2021. Disponível em: https://apsredes.org/wp-content/ uploads/2019/01/Strategy_HR_CSP29.R15_port.pdf
Pan American Health Organization (PAHO). Interprofessional health teams for integrated care. Washington (DC): PAHO; 2025. Acessado em 21 de outubro de 2025. Disponível em: https://www.paho.org/en/documents/interprofessional-health-teams-integrated-care
Institute of Medicine (IOM). Board on Global Health. Committee on Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Measuring the impact of interprofessional education on collaborative practice and patient outcomes. [S.l.]: National Academies Press; 2015. Acessado em 21 de outubro de 2025. Disponível em: https://www.ncbi.nlm.nih.gov/books/NBK338360/
Reeves S, Pelone F, Harrison R, Goldman J, Zwarenstein M. Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database Syst Rev. 22 de junho de 2017. DOI https://doi.org/10.1002/14651858.cd000072.pub3
Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, et al. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher. 2016; 38:656-668. DOI https://doi.org/10.3109/0142159X.2016.1173663
Peduzzi M, Agreli HLF, Silva JAM, Souza HS. Trabalho em equipe: uma revisita ao conceito e a seus desdobramentos no trabalho interprofissional. Trab Educ Saúde. 2020; 18(supl 1):e0024678. DOI https://doi.org/10.1590/1981-7746-sol00246
Reeves S, Lewin S, Espin S, Zwarenstein M. Interprofessional teamwork for health and social care. Oxford (UK): Blackwell-Wiley; 2010.
Peduzzi M, Agreli HF. Trabalho em equipe e prática colaborativa na Atenção Primária à Saúde. Interface (Botucatu). 2018; 22(supl 2):1525-34. DOI https://doi.org/10.1590/1807-57622017.0827
Reeves S, Xyrichis A, Zwarenstein M. Teamwork, collaboration, coordination, and networking: why we need to distinguish between different types of interprofessional practice. J Interprof Care. 2018; 32(1):1-3. DOI https://doi.org/10.1080/13561820.2017.1400150
Peduzzi M, et al. Trabalho em equipe, prática e educação interprofissional. In: Clínica Médica. Barueri: Manole; 2009. p. 171–8.
Xyrichis A, Ross F. In this issue. J Interprof Care. 01 de maio de 2019; 33(3):273. DOI https://doi.org/10.1080/13561820.2019.1609627
Pereira AKAM, Lucena EES, Silva JAM, Vilar MJP, Costa MV. Bases teórico-conceituais e metodológicas para adoção da educação interprofissional: uma análise a partir do PET-Saúde Interprofissionalidade. Medicina (Ribeirão Preto). 2024; 57(2):e-225683. DOI https://doi.org/10.11606/issn.2176- 7262.rmrp.2024.234844
Ogata MN, Silva JAM, Peduzzi M, Costa MV, Fortuna CM, Feliciano AB. Interfaces entre a educação permanente e a educação interprofissional em saúde. Rev Esc Enferm USP. 2021; 55:e03733. DOI https://doi.org/10.1590/S1980-220X2020018903733
Poletto PR, Batista SHSS, Batista NA. A educação interprofissional na graduação de cursos da saúde: a experiência do campus Baixada Santista da Universidade Federal de São Paulo. In: Batista NA, Uchôa-Figueiredo LR, organizadoras. Educação interprofissional no Brasil: formação e pesquisa. Porto Alegre (RS): Editora Rede Unida; 2022. p. 89–108.
Costa MV da. A educação interprofissional no contexto brasileiro: algumas reflexões. Interface (Botucatu). 01 de janeiro de 2016; 20(56):197–198. DOI https://doi.org/10.1590/1807-57622015.0311
Gontijo ED, Freire Filho JR, Forster AC. Educação interprofissional em saúde: abordagem na perspectiva de recomendações internacionais. Cad Cuidado. 14 de janeiro de 2020; 3(2):20–38. DOI https://doi.org/10.35699/2526-4559.2020.19621
Freire JR, Silva CBG, Costa MV, Forster AC. Educação interprofissional nas políticas de reorientação da formação profissional em saúde no Brasil. Saúde Debate. 2019; 43(spe1):86–96. DOI https://doi.org/10.1590/0103-11042019S107
Bogossian F, New K, George K, Barr N, Dodd N, Hamilton A, et al. The implementation of interprofessional education: a scoping review. Adv Health Sci Educ. 2022; 28:243–277. DOI https://doi.org/10.1007/s10459-022-10128-4
Witt Sherman D, Flowers M, Alfano AR, Alfonso F, De Los Santos M, Evans H, et al. An integrative review of interprofessional collaboration in health care: building the case for university support and resources and faculty engagement. Healthcare (Basel). 2020;8(4):418. DOI https://doi.org/10.3390/ healthcare8040418
Nundy S, Cooper LA, Mate KS. The quintuple aim for health care improvement: a new imperative to advance health equity. JAMA. 2022;327(6):521– 2. DOI https://doi.org/10.1001/jama.2021.25181
Brasil. Ministério da Saúde. Portaria GM/MS n. 2.168, de 5 de dezembro de 2023. Institui o Programa de Valorização da Gestão do Trabalho e da Educação na Saúde no âmbito do Sistema Único de Saúde – Valoriza GTES-SUS. Diário Oficial da União. Edição 232. Seção 1. p. 114. Disponível em: https://bvsms.saude.gov.br/bvs/saudelegis/gm/2023/prt2168_07_12_2023.html
Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005;8(1):19–32. DOI https://doi.org/10.108 0/1364557032000119616
Peters MDJ, Godfrey C, McInerney P, Munn Z, Tricco AC, Khalil H. Scoping reviews. In: Aromataris E, Lockwood C, Porritt K, Pilla B, Jordan Z, editors. JBI manual for evidence synthesis. JBI; 2024. DOI https://doi.org/10.46658/JBIMES-24-09
Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, et al. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med. 2018;169(7):467–73. DOI https://doi.org/10.7326/M18-08
Braun V, Clarke V. One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qual Res Psychol. 2020;18(3):328–52. DOI https://doi.org/10.1080/14780887.2020.1769238
D’Amour D, Goulet L, Labadie JF, Martín-Rodriguez LS, Pineault R. A model and typology of collaboration between professionals in healthcare organizations. BMC Health Serv Res. 2008;8(1):1–14. DOI https://doi.org/10.1186/1472-6963-8-188
Verspuy M, Bogaert PV. Interprofessional collaboration and communication. In: The organizational context of nursing practice: concepts, evidence, and interventions for improvement. Cham: Springer International Publishing; 2018.
World Health Organization. Global competency and outcomes framework for universal health coverage. Geneva: World Health Organization; 2022.
Guraya SY, Barr H. The effectiveness of interprofessional education in healthcare: a systematic review and meta-analysis. Kaohsiung J Med Sci. 2018;34(3):160–5. DOI https://doi.org/10.1016/j.kjms.2017.12.009
Agreli HF, Peduzzi M, Bailey C. Contributions of team climate in the study of interprofessional collaboration: a conceptual analysis. J Interprof Care. 2017;31(6):679–84. DOI https://doi.org/10.1080/13561820.2017.1351425
Carron T, Rawlinson C, Arditi C, Cohidon C, Hong QN, Pluye P, et al. An overview of reviews on interprofessional collaboration in primary care: effectiveness. Int J Integr Care. 2021;21(2). DOI https://doi.org/10.5334/ijic.5588
Khalili H, Lackie K, Langlois S, Wetzlmair LC, Working Group. Global IPE situational analysis result final report. InterprofessionalResearch.Global Publication; 2022. [acessado em 15 de agosto de 2025]. Disponível em: https://interprofessionalresearch.global/2022-global-ipe-situational-analysis-results/
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2025-11-28
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Souza, C. M. da S., Amado, C. F., Prado, C. L. S. R., Silva, J. A. M. da, Esperidião, M. A., Costa, M. V. da, & Peduzzi, M. (2025). Evaluation and monitoring of interprofessional work and education: scoping review protocol. O Mundo Da Saúde, 49. https://doi.org/10.15343/0104-7809.202549e17982025I
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