Current state of interprofessional education in the training of family medicine specialists
Keywords:
Interprofesional Education; Family Medicine; Primary Health Care; Medical Education; TeamworkAbstract
Introduction: Interprofessional education constitutes a pedagogical strategy that promotes collaborative learning among healthcare professionals and strengthens teamwork in Primary Health Care. However, persistent shortcomings limit its systematic incorporation into the training of family medicine specialists.
Objective: To characterize the current state of interprofessional education in the training of family medicine specialists.
Methods: A development research study with a mixed-methods approach was conducted in Holguín province, between January 2023 and February 2026. Participants included teaching methodologists, professors, residents, and specialists. Theoretical methods (analysis-synthesis, historical-logical, induction-deduction, and systemic approach) and empirical methods (document analysis, observation, interviews, surveys, and expert consultation) were employed. Data were processed using descriptive statistics, with absolute frequencies and percentages.
Results: A limited incorporation of interprofessional education into teaching, methodological, and research activities was identified. Among methodologists and professors, 83.3% reported low levels of knowledge on this topic, and 81.0% considered its implementation in specialist training to be insufficient. The observations revealed strengths in patient-, family-, and community-centered care, but deficiencies were found in competencies related to collaborative communication, shared leadership, and interprofessional conflict management.
Conclusions: Interprofessional education presents limitations in its integration into the training process of family medicine specialists. Nevertheless, there are potentialities for its strengthening through strategies aimed at developing collaborative competencies in Primary Health Care.
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