Effective interprofessional education engages participants in authentic tasks, settings and roles. Using these guiding principles, an interprofessional standardized patient exercise (ISPE) was developed and implemented for 101 dental, medical, nurse practitioner, pharmacy and physical therapy students. This study describes the ISPE and evaluates its impact on students' attitudes toward working in interprofessional teams. The attitudes toward health care teams (ATHCT) survey was administered pre- and post-ISPE and to a sample of non-participating students. Faculty and students were surveyed post-ISPE about outcomes and satisfaction. Focus groups were conducted with students from each profession. Students' attitudes toward team-based care improved significantly on the team value and team efficiency subscales of the ATHCT. There were significant differences in attitudes toward team-based care by profession. Faculty and student satisfaction with the ISPE was high. These findings contribute to the growing body of literature on efforts to generate positive attitudes toward interprofessional collaboration early in training, which may influence students' ability to be effective members of healthcare teams.

Osteotome technique yielded higher primary stability than conventional drilling technique. However, this technique was not superior to conventional technique after 3 months.

The student-to-student local anesthesia administration model has been an accepted part of the formal curriculum in dental schools for teaching this clinical skill. However, there is very little published literature that explores the validity of this model or examines students' attitudes toward it. The ethics of this educational model and the value of consent also need to be explored. In this study, an online survey regarding the student-to-student administration model was used to obtain the opinions of students and faculty members at three dental schools in one state of the United States. The survey was distributed by the Ofice of Academic Affairs at each school. A total of 152 individuals responded to this survey: 123 (80.9 percent) dental students and twenty-nine (19.1 percent) faculty members. The respondents consistently identiied the perceived strengths of this model, while a number also identiied the need for consent and raised ethical concerns. These indings highlight the complex nature of the respondents' opinions and raise the question of whether modiication of this mode of instruction may be needed.

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