Educating Dental Students About Eating Disorders: Perceptions and Practice of Interprofessional Care

Providing care for patients with eating disorders (EDs) requires an interprofessional care (IPC) approach. The aims of this study were to assess dental students' ED- and IPC-related educational experiences, perceptions of preparedness for ED-related communication with patients and providers, and attitudes related to an IPC approach to ED. Relationships among perceptions of education, preparedness, attitudes, and characteristics (e.g., year in program and family members in other health care fields) were also explored. Of the 440 University of Michigan students invited to participate, 339 completed the survey (77% response rate). A total of 257 students from another 21 dental schools completed the web-based survey, but their response rates could not be computed because it is unknown how many academic deans at the other 65 schools forwarded the recruitment email to their students. In the combined results, the students did not evaluate their ED- and IPC-related clinical education positively (mean=1.33 on scale from 1=least to 3=most education), with first-year students (D1) reporting the least and fourth-year students (D4) the most educational experiences (D1: 1.08, D2: 1.16, D3: 1.42, D4: 1.59; p<0.001). While the students did not perceive themselves well prepared to talk with patients about mental health/ED, they reported feeling better prepared for IPC-related communication: on scale from 1=least to 5=most prepared, mean (patient)=2.94 vs. mean (IPC/provider)=3.61; p<0.001. All the students had mean positive attitudes towards dental professionals' ED-related responsibilities and related IPC considerations. The more education these students reported, the more prepared they perceived being and the more positive their attitudes. The more family members in health professions the students had, the better prepared they reported feeling to communicate with patients and providers from other disciplines about EDs. However, the finding that even the fourth-year students did not evaluate their ED- and IPC-related clinical education positively deserves attention. Educating students about EDs with an IPC approach could ensure better professional preparedness in this context.