A 3‐year quantitative evaluation of interprofessional team‐based clinical education at an Australian dental school

Abstract

Purpose/Objectives: Clinical educational challenges led to the Griffith University School of Dentistry and Oral Health (DOH) introducing interprofessional team-based treatment planning (TBTP). This paper evaluates the interprofessional contribution made to student clinical learning and experience among dentistry, oral health therapy, dental prosthetics, and dental technology students. Methods: A mixed methodology approach targeting 845 students collected data annually employing a prevalidated online instrument from 2012 to 2014 to answer the question: "What is the contribution of interprofessional student team-based processes on students' perceptions of interprofessional practice at DOH?" Results: A representative study sample with a 64.4% response rate (N = 544) reported TBTP creating a supportive environment for interprofessional clinical learning. Significant improvements in learning shared across disciplines indicated improvements in mutual respect, understanding roles, and constructive communication enhancing teamwork. There were increasing significant correlations between shared learning and positive clinical experiences from 2012 (r = .642, p < .000) to 2013 (r = .678, p < .000) and 2014 (r = .719, p < .000). A combination of TBTP predictors accounted for 53% of the variance in clinical learning and experience in 2014 compared to 40% in 2012. Conclusion:Learning with other students, developing teamwork abilities, improved communication skills, and respect for other oral health professions were aspects of TBTP that positively impacted clinical learning and practice at DOH. Further study would assist to determine specific elements that made the greatest contribution to student learning experiences.

A 3‐year qualitative evaluation of interprofessional team‐based clinical education at an Australian dental school

“…An IP teams-based treatment planning (TBTP) program to advance student collaborative experiences in clinics was introduced at the Griffith University School of Dentistry and Oral Health (DOH). [33][34][35] Within TBTP, students enrolled in the 5-year dentistry (DSc), 4-year dental prosthetics (DP), and both 3-year oral health therapy (OHT), and dental technology (DT) programs were organized into clinical teams to collaboratively plan and manage patients' oral health care. Within this environment, these programs built upon theoretical knowledge and facilitated experiential learning.…”

“…Within this environment, these programs built upon theoretical knowledge and facilitated experiential learning. 34 In Australia, OHTs provide primary oral health care for both children and adults and are dual-qualified in both dental therapy and dental hygiene. 27 Dental prosthetists, being DTs with advanced education, practice as independent clinicians to diagnose, design, manufacture, and fit removable dentures.…”

“…28 At DOH, tutors regularly supervised student team meetings that focused on treatment planning and the sequencing of collaborative treatment for patients requiring dentures. 34 Experiential learning in clinical and laboratory environments was underpinned by individual preparation (skills development and knowledge) and teamwork philosophies. 36 In the DOH context, each team included at least one other oral health discipline (i.e., learning with), and alternate views were considered (i.e., learning about), which resulted in planning care in a collegial and productive manner (i.e., learning from).…”

“…34 This study explored student perceptions about the strengths and barriers of TBTP upon IP practice at DOH. 34 In the context of this study, IP or collaborative practice referred to an IP team process for communication and decision making that enabled the synergistic influence of students' grouped knowledge and skills to influence the provision of oral health care. 37 For our previously published article on the quantitative evaluation of TBTP, we had performed a psychometric evaluation of the survey measuring TBTP constructs.…”

“…35 That survey measured oral health student attitudes, perceptions, and/or experiences concerning shared learning and constructive teamwork, including role understanding, professional identity, collaboration, communication and team effectiveness, in addition to perceptions of IP clinical learning and experiences. 34 These latter terms refer to awareness surrounding IP teamwork and roles, promoting IP communication and decision-making approaches, and developing clinical reflection 38 of student teams engaged within this study. IP clinical learning related to the commonly accepted definition of IP learning (IPL) as learning arising from interaction between members (or students) of two or more professions (in the clinic).…”