Training Integral Health Agents: An Innovative Report on Interprofessional Education in Brazil
1
Programa de Pós-Graduação em Psicologia da Saúde IMS, Universidade Federal da Bahia, VITORIA DA CONQUISTA, Brazil
Popul. Med. 2026;8(Supplement Supplement 1):A991
ABSTRACT
ABSTRACT:
Complex public health challenges require a workforce trained in interprofessional collaboration, a principle widely recommended by international and national organizations. This report describes an innovative pedagogical experience in the 2024 cohort of the Graduate Program in Health Psychology at the Federal University of Bahia, analyzing its role in training agents for comprehensive health care.
METHODS:
Curricular integration was designed to foster synergy among diverse fields of knowledge, in line with national guidelines for reorienting professional health education. The cohort included nutritionists, administrative professionals, librarians, nurses, psychologists, electrical engineers, and occupational therapists. Although unplanned, this diversity proved to be a unique pedagogical asset, enriching activities such as complex case analysis and project development, where different expertises naturally converged.
RESULTS:
The primary indicator of success was the quality of the solutions developed, which were more creative, comprehensive, and context-sensitive than those produced by homogeneous groups. The systemic perspective of electrical engineering on sound environments complemented the ergonomic analysis of occupational therapy. Information management by librarians and process optimization by administrative professionals streamlined decision-making in care simulations. Nutrition, nursing, and psychology integrated to construct a holistic view of the service user. The main outcome was the emergence of a collective competence capable of translating theory into integrated public health action.
CONCLUSIONS:
The unplanned diversity of prior professional backgrounds proved to be a powerful pedagogical strategy for operationalizing interprofessional principles, making learning experiences qualitatively richer. This Brazilian experience offers a replicable model for postgraduate education, training leaders capable of strengthening health systems by translating theoretical collaboration into effective practice and promoting health equity through innovative training.
Complex public health challenges require a workforce trained in interprofessional collaboration, a principle widely recommended by international and national organizations. This report describes an innovative pedagogical experience in the 2024 cohort of the Graduate Program in Health Psychology at the Federal University of Bahia, analyzing its role in training agents for comprehensive health care.
METHODS:
Curricular integration was designed to foster synergy among diverse fields of knowledge, in line with national guidelines for reorienting professional health education. The cohort included nutritionists, administrative professionals, librarians, nurses, psychologists, electrical engineers, and occupational therapists. Although unplanned, this diversity proved to be a unique pedagogical asset, enriching activities such as complex case analysis and project development, where different expertises naturally converged.
RESULTS:
The primary indicator of success was the quality of the solutions developed, which were more creative, comprehensive, and context-sensitive than those produced by homogeneous groups. The systemic perspective of electrical engineering on sound environments complemented the ergonomic analysis of occupational therapy. Information management by librarians and process optimization by administrative professionals streamlined decision-making in care simulations. Nutrition, nursing, and psychology integrated to construct a holistic view of the service user. The main outcome was the emergence of a collective competence capable of translating theory into integrated public health action.
CONCLUSIONS:
The unplanned diversity of prior professional backgrounds proved to be a powerful pedagogical strategy for operationalizing interprofessional principles, making learning experiences qualitatively richer. This Brazilian experience offers a replicable model for postgraduate education, training leaders capable of strengthening health systems by translating theoretical collaboration into effective practice and promoting health equity through innovative training.
| eISSN: | 2654-1459 |
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