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Using Interprofessional Education to Promote Oral Health Literacy in a Faculty-Student Collaborative Practice.

Moshtagh R Farokhi1, Andrew Muck2, Juanita Lozano-Pineda2

  • 1Moshtagh R. Farokhi, DDS, MPH, MAGD, FADI, is Clinical Associate Professor, Department of Comprehensive Dentistry, School of Dentistry, UT Health San Antonio, and Dental Director, San Antonio Refugee Health Clinic; Andrew Muck, MD, is Associate Professor, Program Director, and Vice Chair of Education, Department of Emergency Medicine and Faculty at the Center for Medical Humanities and Ethics, School of Medicine, UT Health San Antonio; Juanita Lozano-Pineda, DDS, MPH, is Associate Professor, Associate Dean for External Affairs, and Director of Predoctoral Dental Outreach Programs, School of Dentistry, UT Health San Antonio; Stephanie L. Boone, PhD, is Director of Statistical Consulting, Analytic Focus, LLC, San Antonio, TX; and Heidi Worabo, DNP, RN, FNP-BC, is Clinical Assistant Professor, Office of Faculty Affairs and Diversity, School of Nursing, UT Health San Antonio, and Assistant Director, San Antonio Refugee Health Clinic. farokhi@uthscsa.edu.

Journal of Dental Education
|October 3, 2018
PubMed
Summary
This summary is machine-generated.

This study shows that an interprofessional education initiative significantly improved oral health literacy for refugee patients, community members, and health professional students. Participants demonstrated increased knowledge of preventive oral care after the educational intervention.

Keywords:
access to carecollaborative practicedental educationinterprofessional educationoral health literacypublic health dentistryservice-learning

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Area of Science:

  • Interprofessional Education
  • Oral Health Literacy
  • Public Health

Background:

  • Oral health literacy is crucial for preventive care and overall well-being.
  • Refugee populations often face barriers to accessing dental care and possess lower oral health literacy.
  • Interprofessional education (IPE) offers a collaborative model for healthcare training and patient outreach.

Purpose of the Study:

  • To evaluate the impact of an IPE collaborative on oral health literacy knowledge among diverse participants.
  • To assess knowledge gains in refugee patients, community members, and medical/nursing students.

Main Methods:

  • A pre-post assessment design was employed to measure knowledge changes.
  • Participants engaged in oral hygiene instruction and received information on an oral health literacy campaign.
  • Data collected via questionnaires before and after the educational intervention.

Main Results:

  • All participant groups showed statistically significant increases in mean oral health literacy scores.
  • Refugee patients achieved the highest increase (33.5%), followed by community members (22.3%), nursing students (20.8%), and medical students (13%).
  • The IPE initiative effectively enhanced oral health knowledge across all demographics.

Conclusions:

  • The collaborative IPE model successfully improved oral health literacy and preventive care knowledge.
  • IPE initiatives can be valuable tools for community health outreach and professional training.
  • Targeted oral health education is effective in empowering diverse populations with essential health knowledge.