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Educating the dental team: exploring perceptions of roles and identities
S Morison1, J Marley, S Machniewski
1Centre for Excellence in Interprofessional Education, Queen's University Dental School, Grosvenor Road, Belfast, BT12 6BP. s.morison@qub.ac.uk
British Dental Journal
|November 26, 2011
Summary
Professional identity significantly impacts dental team development, influenced by patient care experience. Dental students
Area of Science:
- Dental Education
- Healthcare Professions Education
- Teamwork in Healthcare
Background:
- Interprofessional education (IPE) aims to foster team-based healthcare but faces implementation challenges.
- Professional identity is a key barrier in establishing effective interprofessional collaboration.
- Understanding student perceptions of roles is crucial for optimizing dental team functioning.
Purpose of the Study:
- To explore dental and dental care professional (DCP) students' perceptions of professional roles and identities.
- To identify factors influencing professional identity within the dental team context.
- To examine the impact of professional identity on team dynamics and leadership confidence.
Main Methods:
- Qualitative research methodology.
- Focus groups conducted with a purposive sample of dental and DCP students.
- Audio-recorded data were transcribed and analyzed using an explanatory framework.
Main Results:
- Five themes emerged regarding professional roles and identity in the dental team.
- Professional identity is shaped by patient care responsibility and clinical experience.
- Dental students reported low confidence in leadership due to limited role awareness and experience.
Conclusions:
- Professional identity is integral to dental team development, distinct from individual identity.
- Lack of role clarity and experience hinders dental students' leadership confidence.
- Dental technicians perceived as external to the team, potentially due to limited patient interaction.
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