IADR Abstract Archives
Impact of interprofessional education programs (IPE) on dental students' attitudes
Objectives: In aging societies healthcare professionals must provide holistic care for patients with multiple and interrelated oral and systemic conditions. In 2012, a case based IPE program was implemented at Tokyo Medical and Dental University aimed at improving interprofessional collaboration and patient care. Previous studies have identified factors which improve attitudes toward interprofessional work (IPW), and shown that dental students acquire confidence through IPE learning. To assess the effectiveness of IPE and further identify factors which change dental students' views and attitudes toward IPW.
Methods: A case containing systemic, oral, and social issues was prepared in order to promote active student participation in mixed small-group discussions. In May 2014, final-year students from seven schools of healthcare, 297 in total/ 52 dental, participated in a three-day-long case-based IPE program. In November 2014, a questionnaire was conducted on those dental students with an 82.7% answer rate; analyzing the results quantitatively and qualitatively.
Results: In solving clinical problems during patient treatment, 29 dental students (67.4%) replied the program favorably affected their viewpoint and perspective. Students mentioned that they came to consider the patient’s lifestyle and environment and its relation to treatment. Through their comments, the viewpoint of systemic diseases seemed to be strengthened by studying in this program. In addition, 31 students (72.1%) replied the program did not affect their method of communication with other medical professionals at students' clinic . Some mentioned a reason behind this could be due to less chances to work with other professionals during this clinical period.
Conclusions: There was a positive impact on dental students' attitudes concerning patient treatment after this three-day-long IPE program. Therefore, it is felt this program may serve as an IPE model. However, from a work life view, more chances to practice IPW (e.g. dentist/ dental hygienist) as real-life experiences in students’ clinical period seem necessary.
Methods: A case containing systemic, oral, and social issues was prepared in order to promote active student participation in mixed small-group discussions. In May 2014, final-year students from seven schools of healthcare, 297 in total/ 52 dental, participated in a three-day-long case-based IPE program. In November 2014, a questionnaire was conducted on those dental students with an 82.7% answer rate; analyzing the results quantitatively and qualitatively.
Results: In solving clinical problems during patient treatment, 29 dental students (67.4%) replied the program favorably affected their viewpoint and perspective. Students mentioned that they came to consider the patient’s lifestyle and environment and its relation to treatment. Through their comments, the viewpoint of systemic diseases seemed to be strengthened by studying in this program. In addition, 31 students (72.1%) replied the program did not affect their method of communication with other medical professionals at students' clinic . Some mentioned a reason behind this could be due to less chances to work with other professionals during this clinical period.
Conclusions: There was a positive impact on dental students' attitudes concerning patient treatment after this three-day-long IPE program. Therefore, it is felt this program may serve as an IPE model. However, from a work life view, more chances to practice IPW (e.g. dentist/ dental hygienist) as real-life experiences in students’ clinical period seem necessary.