Nursing and Dental Students’ and Pediatric Dentistry Residents’ Responses to Experiences with Interprofessional Education

Czarnecki, Gail; Kloostra, Stephanie J.; Boynton, James R.; Inglehart, Marita R.

doi:10.1002/j.0022-0337.2014.78.9.tb05802.x

Cited by 29 publications

(36 citation statements)

References 20 publications

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“…Students consider a multidisciplinary approach to be enriching to the overall course. In this study, however, although the students were accompanied in the clinic by a specialist in psychology, they did not mention the presence of the psychologist as significant to their learning of the dentist-patient relationship, which lends support to the notion that the attitudes of dentistry students are impacted little by inter-professional education [31].…”

Section: Discussionmentioning

confidence: 67%

Teaching and Learning Regarding the Dentist-Pediatric Patient Relationship: A Qualitative Study

Santos

Dotto

Dalpian

et al. 2018

Pesqui. bras. odontopediatria clín. integr.

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Objective: To investigate the perceptions of dental students on the learning process regarding the dentist-pediatric patient relationship. Material and Methods: A qualitative study with an exploratory approach was conducted involving semistructured interviews with sixteen dental undergraduate students randomly selected from the thirty-two students in the last semester of the dentistry course. The transcribed interviews were submitted to content analysis. Results: The sample was composed of nine female (56.3%) and seven male (43.7%) students (median age: 23 years). The factors perceived as most influential with regard to learning the dentistpediatric patient relationship were observations of professors, other dentists or colleagues and the regular practice of dental procedures. While half of the participants considered lectures on the subject satisfactory, the other half reported a need for more instruction on how to deal with specific clinical situations. Most of the participants would like to have learned more about the dentist-pediatric patient relationship. Conclusion: The majority of students recognized that the teaching and learning process regarding the dentist-pediatric patient relationship is not easy. They reported having little counseling on the how to develop this relationship. The students suggested that the dentist-patient relationship should be addressed more during the course through the inclusion of lectures or classes on this issue as well as the demonstration of specific clinical situations.

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Section: Discussionmentioning

confidence: 67%

Teaching and Learning Regarding the Dentist-Pediatric Patient Relationship: A Qualitative Study

Santos

Dotto

Dalpian

et al. 2018

Pesqui. bras. odontopediatria clín. integr.

View full text Add to dashboard Cite

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“…It would be useful to compare our results with findings from other health professions concerning the frequencies with which these programs engage in IPE and with which disciplines they collaborate most often. However, while several studies have assessed students’ IPE‐related attitudes in dentistry, 25 – 29 medicine, 22 , 25 , 30 nursing, 27 , 31 – 33 and pharmacy, 26 , 29 the results of studies with program directors or deans are much less available. In 2012, Formicola et al published a survey of dental school deans 15 .…”

Section: Discussionmentioning

confidence: 99%

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

Furgeson

Inglehart

2019

Journal of Dental Education

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A 2014 survey found that dental hygiene program directors perceived interprofessional education (IPE) as a priority for themselves and the dental hygiene profession in the U.S. The aim of this study was to explore whether IPE collaborations in dental hygiene programs and program directors’ attitudes changed from 2014 to 2017 since the Commission on Dental Accreditation (CODA) Standard 2–15 on IPE was introduced in August 2016. In May 2017, directors of all 325 U.S. dental hygiene programs were invited to participate in a web‐based survey. A total of 117 directors responded, for a 38% response rate, and their responses were then compared with the responses in 2014 (that survey had a 33% response rate). The results showed that, while the percentage of responding dental hygiene programs with a nursing program on campus had decreased (90% to 80%; p<0.022), the likelihood of having other health care‐related programs on campus did not change. In 2017 as compared to 2014, the programs were still most likely to collaborate with nursing (50% vs. 46%) and other allied health professions (44% vs. 56%) and in intraprofessional education with dental assisting programs (41% vs. 41%). IPE was still most likely to occur in volunteer activities (68% vs. 73%), basic science courses (65% vs. 60%), and communications training (63% vs. 63%). In 2017, program directors rated IPE as less challenging for programs to manage than in 2014 (on five‐point scale with 1=not at all challenging: 3.31 vs. 3.62; p=0.022). However, the responding directors did not view IPE as being as important to the profession in 2017 as the respondents reported in 2014 (3.29 vs. 3.88; p<0.001). The majority in 2017 agreed/strongly agreed that Standard 2–15 will improve the profile of dental hygiene as part of the health care team (77%) and contribute to integrating dental hygiene into interprofessional care (IPC) teams (78%). Overall, this study found that the introduction of an explicit IPE dental hygiene CODA standard in 2016 had already resulted in changes after only one year. However, the responding program directors’ lower agreement with statements concerning their graduates’ IPC‐related competence deserves further attention.

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“…Role-blurring has been perceived as positive or negative, 11 but the majority of current research supports early educational intervention of IntraPE or IPE to prevent silo identities, which can create persistent negative stereotypes toward other professionals. 3,[15][16][17] This can enhance care by sharing workloads among health professionals and allowing team members to learn new skills. 21 As a first-year IntraPE program, the RIDE program provided role-blurring: shared workload between dental and DH students, and learning new knowledge they would not otherwise have known.…”

Section: Roles and Responsibilitiesmentioning

confidence: 99%

“…1 Currently, IntraPE does not exist at most dental and DH institutions. 13 Existing literature explores dental and allied dental (DH, dental assisting, or dental laboratory technician) students' attitudes toward IntraPE while they are in their programs 2,6,7,[15][16][17][18] ; however, a gap exists regarding attitudes participants carry with them as practicing healthcare professionals. Recent literature encourages longitudinal follow-up studies to evaluate shared learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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

Satter

Jackson

DiMarco

et al. 2020

Journal of Dental Education

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Purpose/objectives Generally, dental and dental hygiene (DH) students are educated separately. When these students are educated together, studies show improvements in teamwork and understanding of their distinct roles. This longitudinal study was conducted to see if intraprofessional education (IntraPE) between dental and DH students can impact dentists in practice. Specifically, this study examined the attitudes of graduates from the University of Washington School of Dentistry (UWSOD), some of whom participated in the Regional Initiative in Dental Education (RIDE) program. The RIDE program, designed to meet the needs of underserved populations, combines courses of 8 first‐year dental students with 30–36 Eastern Washington University DH students. Methods In 2018, all 409 UWSOD dentists from 2012–2017, including 48 RIDE and 361 non‐RIDE dentists, were invited to participate in this study. Attitudes toward teamwork and roles and responsibilities were assessed using qualitative and quantitative measures. The RIDE and non‐RIDE responses were compared and tested using t‐tests for statistical significance. Results A total of 77 responses were analyzed with a response rate of 54% (n = 26) for RIDE and 14% (n = 51) for non‐RIDE. Results show the RIDE program improved attitudes toward DH in practice. There was a statistically significant difference between the groups in understanding roles and responsibilities, but not teamwork. The majority of non‐RIDE dentists (n = 26, 51%) felt their education would have benefited from formal IntraPE. Conclusion To improve attitudes, dental schools should consider formal partnerships between dental and DH programs, specifically in clinical settings.

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Nursing and Dental Students’ and Pediatric Dentistry Residents’ Responses to Experiences with Interprofessional Education

Cited by 29 publications

References 20 publications

Teaching and Learning Regarding the Dentist-Pediatric Patient Relationship: A Qualitative Study

Teaching and Learning Regarding the Dentist-Pediatric Patient Relationship: A Qualitative Study

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

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

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