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The purpose of the articles was to describe a narrative review of literature for Concept-based eLearning, which was introduced in the predoctoral interprofessional education (IPE) curriculum to teach key transferable ideas and to consider the context of dental care in the spectrum of comprehensive patient care. The COVID -19 pandemic has further presented a disruption to the usual curriculum, and time to rethink and redesign the interprofessional education course at Harvard School of Dental Medicine (HSDM) with new pedological methods. Concept-based eLearning videos were incorporated into the interprofessional educational courses in order to advance the teaching and learning approaches. It was an attempt to provide student-focused teaching strategies which not only gave students the flexibility to learn at their own pace but also aimed at helping them increase retention and synthesize and apply knowledge. Concept videos were targeted at learning goals and were kept brief and conversational to enhance engagement. The concept-based eLearning facilitated an environment to assist students in developing awareness of interprofessional relations and communications within the health care team. Continued development and evaluation of the concept-based eLearning videos are essential in addition to faculty development efforts to support the new educational methodology.

Objective- The purpose of this study was to investigate students' perspectives on a newly implemented program of Interprofessional education (IPE) in terms of its effectiveness in increasing the awareness about other health care professionals and providing tools to emerging dental professionals for comprehensive health care needs. Methods- A new IPE course was incorporated in the second year of the predoctoral dental curriculum, and educators and students from various health professionals came together to provide a collaborative learning environment. The study evaluated the survey data from the graduating classes of 2019 and 2020 in the predoctoral program at Harvard School of Dental Medicine. The students were surveyed during and at the end of the course to obtain their perspectives on the effectiveness of the program. Result-The results of the surveys showed most student respondents agreed strongly that they liked getting information from other health professionals and 93-95% agreed that collaborating with other members of the health care team can help facilitate patients' overall health care. The IPE sessions helped bring about awareness of interprofessional relations and communications within the health care team and prepared the students for holistic patient care. Conclusion- The IPE methods facilitated an interactive and interprofessional learning environment to assist students in developing awareness of interprofessional relations and communications within the health care team. The connections between oral and systemic health were reinforced, thus giving predoctoral dental students a wider view of patient treatment and consideration for their patients’ comprehensive health care needs.

Objective: The purpose of this study was to evaluate whether a newly implemented course of leadership communication in dental education helps dental professionals by providing tools for various career trajectories in academic dentistry and clinical practice.Methods: A new course entitled Communication and Leadership was introduced at XXXX to support the Master’s in Dental Education program. This course focused on developing a strong foundation in topics including public speaking, persuasion, listening, and resolving conflict. Personal interviews and guided reflections were performed with the participants and the responses were analyzed. A survey of the course directors of fifteen advanced graduate education programs was conducted to understand whether they felt the communication and leadership course was important for the students and whether they agreed that it should it be a part of the dental curriculum.Results: The curriculum was extremely well received, and the students were eager to use the tools and techniques provided during the course for their future presentations and communication in leadership roles. One hundred percent of the course directors either agreed or strongly agreed in its value in being added to the dental curriculum; however, they were unsure about available time in the students’ already packed schedules.Conclusion: The results of the analysis of the guided reflections and interview with the students, in combination with the survey evaluation of the course directors’ study, suggested that communication within the dental profession is essential and there are substantial benefits for the course being added to dental education programs.