Introduction:

Clinical practice requires systemic knowledge and an interprofessional act, hence, health professionals must be trained in the exercise of complex thinking.

Aim:

An interprofessional formative design is presented, whose purpose is to contribute to the development of complex thinking in the clinical performance of health science students.

Subjects and methods:

Medical, nursing and psychology students were included, who completed two theoretical sessions to study the neurobiology and pharmacology of antidepressant medications through a written case, and the psychotherapy; an interdisciplinary seminar, in which, they defined their professional roles, an integral treatment and an interprofessional collaboration; and a simulation station with a standardized patient to evaluate, by checklist, in four categories of application of complex thinking: diagnostic assessment, therapeutic indication, communication with the patient, and interprofessional, with 47 tasks in total.

Results:

It was found that the mean average in the categories of complex thinking were between 8.1 ± 1.8 and 9.3 ± 0.9, also, that the percentages of students who completed the different tasks were from 80% to 94%. There were no statistical differences between the groups.

Conclusions:

The implementation of an interprofessional formative design becomes a learning and evaluation strategy that contributes to the development of complex thinking in the clinical performance of health science students.

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