Influência do ensino remoto online na disponibilidade para aprendizagem interprofissional e no desenvolvimento de competências interprofissionais

Introduction: Interprofessional Education (IPE) has been a mechanism for promoting cooperation and collaboration in teamwork, which traditionally takes place in face-to-face formats. However, due to the Covid-19 pandemic, it became necessary to temporarily shift teaching to online remote formats. Consequently, questions arise regarding whether online teaching in a fully interprofessional curriculum can develop the competencies advocated by interprofessional education. Objective: To analyze the influences of the pandemic on the availability for interprofessional learning and the development of interprofessional competencies in the perception of students and faculty at a public university in the state of São Paulo. Method: This article is a segment of a doctoral research project, employing a mixed-method design. Results from a portion of the quantitative phase are presented, which analyzed students' readiness for interprofessional learning and the encouragement for the development of interprofessional competencies as perceived by students and faculty. The Readiness for Interprofessional Learning Scale-RIPLS and a questionnaire created by the researchers on sociodemographic and technology access issues, as well as stimulation for interprofessional education competencies (CEIP), were utilized. Faculty and students with active ties to the institution participated in the study. Quantitative phase data were analyzed descriptively, and generalized statistical models were used to analyze the encouragement for the development of interprofessional competencies, as well as the availability for interprofessional learning, which was also assessed using an attitudinal scale. Results: Students who entered during the pandemic showed less availability for interprofessional learning, especially regarding the interprofessional identity factor. Regarding the perception of encouragement for interprofessional competencies among students, variables such as age and the pandemic influenced perception. For faculty, pandemic and tenure at the institution were influential factors. Conclusion: A more targeted approach is necessary to strengthen availability for interprofessional learning, particularly regarding interprofessional identity. Comparison with previous studies and discussion on the influence of the timing of education, faculty development, and adaptation to pandemic-induced changes demonstrate setbacks in interprofessional education amid the pandemic scenario, thus reinforcing the need for health education to be conducted in face-to-face modalities. The pandemic also emerged as an influential element, especially in the abrupt transition to remote teaching, affecting participants' perception of the effectiveness and quality of interprofessional education.