Data from: Interprofessional Education at a Brazilian public university - a document analysis

Considering the need to prepare health care students for interprofessional collaborative work, Interprofessional Education (IPE) should be incorporated into course curricula. For this, it is not necessary to create new curricula, but to restructure what is already being done. This dataset refers to the research that aimed to analyze the curricula of undergraduate health courses from the perspective of Interprofessional Education in a Brazilian public university. The curricula were accessed through the university's academic system. Thirteen curricula were analyzed, and the data were collected by two researchers together in the year 2021. The data were analyzed using content analysis, in the thematic modality (Minayo et al., 2016). Data extraction was based on an adapted quality assessment guide for IPE in the educational context (Barr, 2003). Data organization was done in tables in Microsoft Excel and Word programs. The "highligth" feature was used to color similar themes and categories. Each curriculum was analyzed individually, following the steps of: extraction of significant themes (literal excerpts), grouping of themes with similarity and establishment of initial categories by grouping excerpts, establishment of intermediate categories and, finally, final categories. A total of 37 categories emerged from the individual curriculum analysis. The categories of each analyzed curriculum were grouped by similarity, emerging it big final categories. From the 37 categories, three final categories composed the research emerged: "Curricular organization and interprofessionalism", Education guided by social reality and health needs", and "Learning for interprofessional action". In the category "Curricular organization and interprofessionalism" the courses do not present free periods in the curriculum, with space for optional subjects in different periods. In the category "Education guided by social reality and health needs", the courses propose an education based on patients' health needs in the Brazilian public health system. In the category "Learning for interprofessional action" the term "multiprofessional" characterizes learning to work in teams, with a discrete number of interprofessional disciplines.为培养卫生保健专业学生具备跨专业协作能力，需将跨专业教育（Interprofessional Education, IPE）融入课程体系。对此无需全新开发课程，仅需对现有教学内容进行重构即可。本数据集对应一项研究，该研究旨在从跨专业教育视角，对巴西某公立大学的本科卫生类专业课程体系展开分析。 研究数据通过该大学的学术系统获取课程资料。本次分析共涵盖13套课程体系，数据由两名研究者于2021年共同采集，并采用主题导向的内容分析法（Minayo等，2016）开展数据分析。 数据提取基于经修订的教育场景下跨专业教育质量评估指南（Barr，2003）。数据整理工作借助Microsoft Excel与Word软件以表格形式完成，并使用高亮（highlight）功能为相似主题与类别标注配色。 每套课程体系均按照以下步骤单独开展分析：提取核心主题（原文摘录）、对相似主题进行聚类并通过摘录分组构建初始类别、确立中间类别，最终形成最终类别。单套课程体系分析共衍生出37个类别。 将各分析课程体系的类别按相似性进行聚类，最终形成若干大类。本研究从37个类别中凝练出3项最终类别，分别为："课程组织与跨专业导向"、"基于社会现实与健康需求的教育"、"面向跨专业行动的学习"。在"课程组织与跨专业导向"类别下，相关课程未设置自主学时，但在不同学期预留了选修课修读空间。在"基于社会现实与健康需求的教育"类别下，相关课程提出以巴西公共卫生体系内的患者健康需求为核心开展教学。在"面向跨专业行动的学习"类别下，以"多专业"一词描述团队协作学习模式，且仅开设为数不多的跨专业课程。