Introduction: In the midst of a discussion scenario between the current undergraduate
curricula in Health and the practical skills developed, educational proposals are relevant
for the transformation of future health professionals, who can promote the change in the
culture of health care, especially, to the demands of the elderly person. Objective: To get
to know the students' perception about the use of innovative teaching strategies for
interprofessional work in the care of the elderly. Method: Qualitative and quantitative
study, carried out with students from the Nursing, Medicine and Nutrition courses of a
public university, who took an optional course “Elderly Health Care: an interprofessional
approach”, in 2019. Data collection included the realization focus group and application
of a questionnaire. The data were analyzed using the Kruskal-Wallis Test and Content
Analysis. Results: Nine students were evaluated, with an average of 104.4 points for
availability of interprofessional learning, and reported the development of collaborative
skills such as working in a team, communicating effectively and planning comprehensive
care for the elderly. It was also possible to identify, from the students' reports, the
perceptions regarding innovative teaching methodologies that were categorized into three
phenomena: On the scene I, the student; Scenario for sharing, learning, teaching and
reframing the other; Freedom to learn. Conclusions: The individualized expressions of
the students participating in this study, makes us believe that interprofessional learning
qualifies as an opportunity for the development of collaborative skills. The use of active
teaching methodologies allowed students to be protagonists in the teaching and learning
process and to express freedom in learning.
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