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Assessing dental hygiene students' readiness for interprofessional learning and collaborative practice.

Zul Kanji1, Diana Lin1, Jelena Karan1

  • 1Dental Hygiene Degree Program, Department of Oral Biological and Medical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, BC, Canada.

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|February 25, 2020
PubMed
Summary

Dental hygiene students showed increased clarity on professional roles and better appreciation for interprofessional education (IPE) after a 4-week curriculum. This interprofessional learning fostered collaboration and respect among future health professionals.

Keywords:
curriculum evaluationdental hygiene educationinterprofessional educationinterprofessional learningprofessional attitudes

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Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Dental Hygiene Training

Background:

  • Interprofessional education (IPE) is crucial for healthcare, yet longitudinal outcomes research is limited.
  • Assessing student readiness and impact of IPE on attitudes and behaviors is essential.
  • This study addresses the need for more evidence on IPE's effectiveness in dental hygiene programs.

Purpose of the Study:

  • To evaluate dental hygiene students' readiness for interprofessional education (IPE) and collaborative practice.
  • To assess attitudinal shifts following a newly integrated IPE curriculum.
  • To explore student experiences and perceptions of collaborative practice.

Main Methods:

  • A modified Readiness for Interprofessional Learning Scale (RIPLS) survey administered pre- and post-curriculum to 23 dental hygiene students.
  • A qualitative focus group with 5 students to delve deeper into learning experiences.
  • Curriculum focused on professionalism, ethical practice, Indigenous cultural safety, and resiliency.

Main Results:

  • Students reported greater clarity regarding their professional roles and increased receptiveness to interprofessional learning.
  • No statistically significant differences were found in RIPLS measures pre- and post-curriculum.
  • Focus groups highlighted enhanced role clarification, recognition of shared knowledge, and development of professional identity and respect.

Conclusions:

  • A month-long integrated IPE curriculum improved dental hygiene students' understanding of professional roles.
  • Students developed a greater appreciation for interprofessional collaboration and working with other health professions.
  • IPE positively influenced students' attitudes towards collaborative practice.