Putting the Mouth Back in the Head: HEENT to HEENOT

Haber, Judith; Hartnett, Erin; Allen, Kenneth; Hallas, Donna; Dorsen, Caroline; Lange-Kessler, Julia; Lloyd, Madeleine; Thomas, Edwidge; Wholihan, Dorothy

doi:10.2105/ajph.2014.302495

Cited by 56 publications

(62 citation statements)

References 7 publications

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“…2,23 Excellent online resources are available to assist in the incorporation of oral health in primary care training programs, residency and specialty programs such as pediatrics and geriatrics, and in clinical practice. 20,[30][31][32][33] Introducing oral health in undergraduate medical education reaches students at our institution who ultimately match in primary care as well as provides a sound foundation for those entering subspecialty fields.…”

Section: Discussionmentioning

confidence: 99%

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Integration of a Novel Interprofessional Oral Health Module into Medical Student Clinical Skills Curriculum

Calvo¹,

Hamud-Ahmed²,

Nye³

et al. 2016

MedEdPublish

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This article was migrated. The article was marked as recommended. Background: The 2011 Institute of Medicine report Improving Access to Oral Health Care for Vulnerable and Underserved Populations acknowledged that to increase access to oral health care for vulnerable populations, oral health should be integrated into primary care. Subsequently, the Health Services and Resources Administration (HRSA) published the Integration of Oral Health and Primary Care Practice, which recommended five core competencies to be included in the training of non-dental primary care providers in oral health evaluation and prevention. Objective: This study describes the design, implementation, and evaluation of a peer-to-peer, interprofessional, oral health module integrated into the existing physical exam curriculum for first-year medical students (MS1). Methods: A survey was sent to graduating medical students to assess need and interest in adding an oral health component to medical school curriculum. A working group of dental and medical students and faculty designed and implemented an oral health module incorporating HRSA's five core competencies and a skills session on basic oral health exam and fluoride varnish application. Pre- and post-module evaluations were administered and analyzed. Qualitative construct analysis was used to analyze open-ended responses. Results: Eighty-eight percent of graduating medical students that completed the needs assessment supported the addition of an oral health module in medical school curriculum. Eighty-four percent of MS1 participants completed the pre- and post-module evaluations; response comparisons showed significant increased positive opinion of the importance of oral health to overall health, increased comfort examining and describing patient's oral health, assessing caries risk, and applying fluoride varnish (all p < 0.0001). Open-ended response themes included quality of the module and peer-to-peer teaching, appreciation for the topic, and applicability of oral health to future practice. Conclusion: Integration of oral health into the undergraduate medical curriculum is desired and valued. Interprofessional peer-to-peer learning is an effective method for promoting oral health education.

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Section: Discussionmentioning

confidence: 99%

“…22 In the U.S. today, most medical students are taught the head, eyes, ear, nose and throat (HEENT) exam-however, only limited aspects of the oral cavity are taught as part of the standard exam. 23 The aim of this report is to describe …”

Section: Introductionmentioning

confidence: 99%

Integration of a Novel Interprofessional Oral Health Module into Medical Student Clinical Skills Curriculum

Calvo¹,

Hamud-Ahmed²,

Nye³

et al. 2016

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…According to Judith Haber et al, health care providers have performed the HEENT physical assess-ment in the same fashion for centuries. [37] In addition, a majority of primary health care providers, using the traditional HEENT examination, exclude the examination of the oral cavity, and in doing so, omit oral health and its linkage to overall systemic health. Bringing the oral cavity into the HEE'O'NT (HEENOT) exam is one of the way to close the gap between the traditional exams and the new approach ensuring that the oral cavity is not omitted during assessment of patients.…”

Section: Nursing Training and Oral Health Care In Tanzaniamentioning

confidence: 99%

“…Bringing the oral cavity into the HEE'O'NT (HEENOT) exam is one of the way to close the gap between the traditional exams and the new approach ensuring that the oral cavity is not omitted during assessment of patients. [37] This program aims at designing and developing a userfriendly curriculum for training primary health care nurses in Tanzania, applying modern concepts such as a collaborative approach in management of the oral health needs of the patient…”

Section: Nursing Training and Oral Health Care In Tanzaniamentioning

confidence: 99%

“…The national public health challenge to improve access to oral health, leading to decreased health disparities and improving both oral health and overall health outcomes requires building an interprofessional workforce capacity among nondental providers. [37] This is an important course for nurses working in primary health care in low income countries such Tanzania. In poor communities, nurses who are involved with primary patient care are usually the first health care professionals to come into contact with the general public.…”

Section: Projections On How the Pilot Will Improve Oral Health In Tanmentioning

confidence: 99%

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Primary oral health care and smiles for life curriculum adaptation for nurses training in low income countries: A case of Tanzanian context

Iseselo

Minja²,

Klar³

et al. 2016

JNEP

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Primary oral health care is essential for the overall wellness of all client populations, especially those living in rural communities. Nurses make up the majority of primary care providers in Tanzania. An opportunity for the lead author to participate as an Oral Health Global Scholar allowed for the exchange of interprofessional oral health knowledge and practice competencies and for the adaptation of a U.S. based oral health curriculum to meet the context of care in Tanzania. This paper identifies the gap in oral health care in Tanzania, describes the knowledge and practice exchanges, and next steps with the adaptation of the Smiles for Life curriculum in Tanzania. The aims is to share interprofessional experience designed to develop a user-friendly curriculum and train primary health care nurses in Tanzania, on applying modern concepts such as a collaborative approach in management of the oral health needs of the patient. Nursing is a profession that has multiple roles and functions which can be utilized according to the situation and need of the community served. Therefore, interprofessional collaborations among health care providers are important to the improvement of quality oral health services.

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The Impact of Oral‐Systemic Health on Advancing Interprofessional Education Outcomes

Haber

Hartnett

Allen

et al. 2017

Journal of Dental Education

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The aim of this study was to evaluate the effectiveness of an interprofessional education (IPE) clinical simulation and case study experience, using oral-systemic health as the clinical population health example, for nurse practitioner/midwifery, dental, and medical students' self-reported attainment of interprofessional competencies. A pretest-posttest evaluation method was employed, using data from the Interprofessional Collaborative Competency Attainment Scale (ICCAS) completed by two large cohorts of nurse practitioner/midwifery, dental, and medical students at one U.S. university. Data from faculty facilitators were collected to assess their perceptions of the value of exposing students to interprofessional clinical simulation experiences focused on oral-systemic health. The results showed that self-reported interprofessional competencies measured by the ICCAS improved significantly from pre-to posttest for all three student types in 2013 (p<0.001) and 2014 (p<0.001). Faculty facilitators reported that the IPE clinical simulation experiences were valuable and positively influenced interprofessional communication, collaboration, patient communication, and student understanding of patient care roles. These results suggest that the Teaching Oral-Systemic Health Program Interprofessional Oral-Systemic Health Clinical Simulation and Case Study Experience was effective as a standardized, replicable curriculum unit using oral-systemic health as a population health exemplar to teach and assess interprofessional competencies with nurse practitioner/midwifery, dental, and medical students.

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Putting the Mouth Back in the Head: HEENT to HEENOT

Cited by 56 publications

References 7 publications

Integration of a Novel Interprofessional Oral Health Module into Medical Student Clinical Skills Curriculum

Integration of a Novel Interprofessional Oral Health Module into Medical Student Clinical Skills Curriculum

Primary oral health care and smiles for life curriculum adaptation for nurses training in low income countries: A case of Tanzanian context

The Impact of Oral‐Systemic Health on Advancing Interprofessional Education Outcomes

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