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Educación interprofesional y práctica colaborativa: Estrategias para transformar un sistema de salud
Interprofessional education and collaborative practice: Strategies to transform a health system
DOI:
https://doi.org/10.15446/rsap.v26n3.114943Keywords:
Educación interprofesional, competencia profesional, sistema de salud, ciencias de la salud, equidad en salud, calidad de la atención de salud (es)Interprofessional education, professional competence, health systems, health sciences, health equity, quality of health care (en)
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En un mundo donde la atención en salud es cada vez más compleja y fragmentada, la colaboración efectiva entre diferentes profesionales de la salud se vuelve esencial. La educación interprofesional y la práctica colaborativa (EIPC) emergen como enfoques innovadores que tienen el potencial de transformar los sistemas de salud y reevaluar los modelos de educación para la formación del talento humano en salud. Este ensayo examina la necesidad de la EIPC en la formación de profesionales de la salud y su impacto en la mejora de los sistemas de salud y explora la profundidad y el alcance de esta estrategia pedagógica, argumentando que su implementación puede mejorar significativamente la calidad y la equidad de la atención en salud, y la satisfacción de los usuarios y de los profesionales. Sin embargo, la implementación de la EIPC enfrenta desafíos significativos, incluyendo la falta de apoyo institucional, recursos limitados y barreras culturales y profesionales. El artículo concluye que, a pesar de estos desafíos, la EIPC tiene el potencial de transformar positivamente los sistemas de salud y la educación en ciencias de la salud, promoviendo una atención más colaborativa e integrada.
In a world where health care is increasingly complex and fragmented, effective collabo- ration between different health professionals becomes essential. Interprofessional education and collaborative practice (EIPC) emerge as innovative approaches that have the potential to transform health systems and reevaluate education models for the training of human talent in health. This essay examines the need for EIPC in the training of health professionals and its impact on the improvement of health systems and explores the depth and scope of this pedagogical strategy, arguing that its implementation can significantly improve the quality and equity of health care, and the satisfaction of users and professionals. However, the implementation of EIPC faces significant challenges, including lack of institutional support, limited resources, and cultural and professional barriers. The article concludes that, despite these challenges, EIPC has the potential to positively transform health systems and health sciences education, promoting more collaborative and integrated care.
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