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Competencies and pedagogical foundations for faculty development in interprofessional health education: a scoping
Daniella Rosaly Leite1, Patrícia Silva Carneiro2, Vivian Aline Mininel1
1Universidade Federal de São Carlos, São Carlos, SP, Brazil.
Objective:
To map the competencies for faculty development in interprofessional health education.
Method:
This is a scoping review based on the recommendations of the Joanna Briggs Institute with the guiding question: "What competencies are used for faculty development in interprofessional education?" Searches were conducted in the MEDLINE/OVID, ERIC, CINAHL, Scopus, Web of Science, Google Scholar, EBSCO Open Dissertations, BDTD, CAPES Theses and Dissertations, OpenGrey, and MedNar databases, with no time restrictions and in Portuguese, Spanish, and English.
Results:
Twenty-six publications were included, grouped into two categories: the first refers to interprofessional collaborative and facilitation competencies for interprofessional education, with an emphasis on the domains of communication and teamwork. The second category concerns the pedagogical foundations of IPE, theories, approaches, teaching-learning and assessment strategies in faculty development actions for interprofessional education.
Conclusion:
The evidence mapped contributes to strengthening faculty development initiatives and advancing the theoretical and methodological foundations of interprofessional health education.
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