Interprofessional Learning (IPL) innovation through community site assessments: The faculty of health sciences students’ and facilitators’ reflections

Interprofessional education in undergraduate dental curricula: A systematic review

“…However, for "competencies developed," when the data were not clear in the text of the article, we extracted them based on the similarity between the text and the competencies addressed by the Canadian Interprofessional Health Collaborative (CIHC) 17 and Interprofessional Education Collaborative (IPEC) 18 frameworks, and for remote activities, we used Gunawardena's interaction analysis model (AMI). 19 Regarding geographical distribution worldwide, nine of the included studies were conducted in North America, [20][21][22][23][24][25][26][27] five in South America, [28][29][30][31][32] three in Europe, [33][34][35] one in Africa, 36 and three in Oceania. [37][38][39] Figure 2 shows the universities involved.…”

“…The following undergraduate courses (mostly in the health sciences) were involved in the included articles: dentistry, 20,21-41 medicine, [21][22][23][24]27,[30][31][32][33][34]36,37,40,41 nursing, [20][21][22]25,26,[30][31][32][33]36,37,[39][40][41] pharmacy, 21,22,26,27,[30][31][32]36,37,40,41 physical education, 22,[30][31][32]39 occupational therapy, 22,27,36,37,39 nutrition, 22,23,…”

“…20,22,27,38 Most topics used for the development of IPE (Table 1) involve several subjects. We found the following topics: social determinants of health, 20 primary health care, 28,37 complementary therapy, 22 One Health, 23 communitybased learning, 36 Brazilian Unified Public Health System (Sistema Único de Saúde -SUS), [30][31][32] health promotion, 25,33 ethics, 39 evidence-based practice, professional-patient trust and communication, 38,39 introduction to health professions, 39 medical errors and their reporting, 26 basic life support, 34 IPE concepts, 27,41 homeless people, 35 and family planning. 40 To a lesser extent, we also found topics specific to dentistry, such as the development of psychomotor, cognitive, and social skills 29 ; head and neck anatomy and anesthetic techniques 24 ; and oral health.…”

“…40 To a lesser extent, we also found topics specific to dentistry, such as the development of psychomotor, cognitive, and social skills 29 ; head and neck anatomy and anesthetic techniques 24 ; and oral health. 21 With reference to CIHC (2010), 17 IPEC (2016), 18 and AMI (1997), 19 the articles included in this systematic review presented the following interprofessional competencies (Table 1), in descending order of findings: role clarity, [22][23][24][26][27][28][29][30]32,36,37,39,40 teamwork, [21][22][23]25,26,[30][31][32][34][35][36]39 communication, 21,22,26,30,[33][34][35][36]38,39,40 ethics, 21,24,30,32,…”

“…The face-to-face modality appeared in 19 articles, distance learning in one, 41 and semi-face-to-face classes in two articles. 21,34 The year in which IPE was introduced into the dentistry course curriculum varied greatly between studies, five of the 22 studies did not inform the period, 21,23,25,26,28 five applied it in the first year of the course, 24,27,31,32,39 two in the second year, 35,41 one in the third year, 38 one in the fourth year, 36 two in the last year of the course, 20,37 four throughout the course, 29,30,33,34 and two in summer/winter courses. 22,40 In relation to the subjects in which IPE was applied, eight studies were found in which the subject was specifically about IPE.…”