Interprofessional Education in U.S. and Canadian Dental Schools: An ADEA Team Study Group Report

Abstract

T rends in health professions education are often inluenced by reports that analyze national health care workforce needs, practice patterns of the various professions, and data on the quality of care provided, the cost-effectiveness of care, and the access to care. Over the past decade, the health professions have been urged to improve collaboration among their practitioners with the objective of improving the quality of care they provide, especially the complex care needed for an aging population and patients with chronic diseases.A body of knowledge has developed in the literature concerning what is now referred to as interprofessional education (IPE) and practice-a Association ReportAbstract: The state of interprofessional education (IPE) in U.S. and Canadian dental schools was studied by the American Dental Education Association (ADEA) Team Study Group on Interprofessional Education. The study group reviewed the pertinent IPE literature, examined IPE competencies for dental students, surveyed U.S. and Canadian dental schools to determine the current and planned status of IPE activities, and identiied best practices. Members of the study group prepared case studies of the exemplary IPE programs of six dental schools, based on information provided by those schools; representatives from each school then reviewed and approved its case study. Six reviewers critiqued a draft of the study group's report, and study group members and reviewers met together to prepare recommendations for schools. This report identiies four domains of competence for student achievement in IPE and summarizes responses to the survey (which had an 86 percent response rate). It also includes the case descriptions of six schools' IPE programs and the study group's recommendations for dental schools. The report concludes that there is general recognition of the goals of IPE across U.S. and Canadian dental schools, but a wide range of progress in IPE on the various campuses. Challenges to the further development of IPE are discussed.

The need for defining a patient-centered dental home model in the era of the Affordable Care Act

“…Interprofessional education (IPE) is a process by which "students from two or more health professions learn together during all or part of their professional training with the objective of cultivating collaborative practice to improve the quality of patient care at the individual and population level". 73 While dentistry was largely absent from early national discussions around IPE 74 , the profession has since made it a major focus. It is also part of a national IPE Collaborative Expert Panel, which has guided new accreditation standards on integration in six health professions.…”

Interprofessional Education in U.S. Dental Hygiene Programs: Program Director Responses Before and After Introduction of CODA Standard 2–15

“…The 2014 survey was a revised version of the survey used by the ADEA Team Study Group on Interprofessional Education to investigate IPE activities in U.S. and Canadian dental schools 15 . Permission to adapt this survey for use with U.S. dental hygiene programs was obtained from Dr. Allan J. Formicola, the head of the ADEA Study Group.…”

“…According to the WHO, IPE occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes 4 . The American Dental Education Association (ADEA) IPE Taskforce added that IPE occurs when students from two or more health professions learn together during all or part of their professional training 15 . The alignment of health professions education with the expected practice setting must include students’ learning and working together as teams 7 .…”

Intraprofessional education with dental hygienists: The post training impact on dentists

“…6 Studies have found role-related experiences should be added into shared learning programs to challenge students to learn more about others' roles and responsibilities and establish professional identity. 6,7,14 These results bring up several issues, including professional stereotypes, faculty training, and the different ways IntraPE can be implemented.…”