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.

鉴于培养医疗学生进行跨学科协作工作的必要性，跨学科教育（IPE）应融入课程体系之中。为此，无需创造全新的课程体系，而应重构现有课程。本数据集涉及一项研究，旨在从巴西公立大学的跨学科教育视角分析本科医疗课程的课程体系。课程内容通过大学学术系统获取。十三门课程被纳入分析范围，数据由两位研究人员于2021年共同收集。数据收集后，采用内容分析方法进行主题式分析（Minayo et al., 2016）。数据提取基于改编的跨学科教育在教育情境下的质量评估指南（Barr, 2003）。数据整理在Microsoft Excel和Word程序中的表格中进行。利用“高亮”功能对相似主题和类别进行着色。每一门课程均独立分析，遵循以下步骤：提取显著主题（文字摘录）、将相似主题进行分组并建立初步类别、建立中间类别，最终形成最终类别。个体课程分析中共产生37个类别。通过相似性分组，将各分析课程的类别归纳为若干大类别。从37个类别中，最终提炼出三个研究类别：“课程组织与跨学科性”、“以社会现实和健康需求为导向的教育”以及“为跨学科行动而学习”。在“课程组织与跨学科性”类别中，课程体系中不存在自由时段，而是在不同时期提供选修课程的空间。在“以社会现实和健康需求为导向的教育”类别中，课程提出基于巴西公立卫生系统中患者健康需求的教育。在“为跨学科行动而学习”类别中，术语“多专业”表征了团队合作学习的特点，涉及一定数量的跨学科学科。