Intraprofessional, Team‐Based Treatment Planning for Oral Health Students in the Comprehensive Care Clinic

Abstract

into its various curricula the concept of team-based treatment planning (TBTP), aiming to facilitate intraprofessional, interdisciplinary training and peer learning among its students. Fifty student teams were organized, each of which included students from three programs (Dental Science, Oral Health Therapy, and Dental Technology) and three years of study (third-, fourth-, and ifth-year students). This study prospectively evaluated the impact of TBTP on students' perceptions and attitudes towards teamwork and their role in a team of peers. A total of 202 students who participated in ifty TBTP teams were prospectively surveyed at baseline and at six and twelve months after introduction of TBTP. "Reliable" and "responsible" were reported to be the most important qualities of both an effective team leader and member. Fifth-year students identiied "hard-working" as an important quality of the ideal leader as opposed to the fourth-year students who ranked "supportive" higher. Attitudes of the ifth-year students towards TBTP appeared to have declined signiicantly from the previous years, while fourth-year students remained consistently more positive. In addition, fourth-year students appeared more likely to enjoy working in a team and considered themselves more effective in a team. No gender differences were observed, other than female students' appearing less conident to lead a team. It was concluded that the function of student-directed interdisciplinary, intraprofessional treatment planning teams might pose disproportionate strain on ifth-year students, impacting their attitudes to such modes of work.Dr. Mattheos is Associate Professor of Implant Dentistry,

Perception and knowledge of dental interns toward interdepartmental coordination for successful prosthodontic treatment: A pilot study

“…In this age of rapid advancements and increased patient expectations, an interdisciplinary collaboration of dental specialists and allied health professionals has become essential for better treatment outputs. [ 6 7 ] Interdisciplinary planning linking tooth conservation, periodontal tissue care, correction of malocclusion etc., establishes a common goal that benefits patient care. [ 8 ] Each of the specialists involved is a very important cog in the wheel.…”

Impact of Collaborative Leadership in Dental School Team Clinics

“…The division of dental school clinics into clinical teams with students’ undertaking treatment planning and care under faculty leadership has been found to strengthen peer learning, improve faculty familiarity with students, and allow students more opportunity to acquire and demonstrate clinical competence 16 , 17 . Student clinics at the University of Nevada, Las Vegas School of Dental Medicine (UNLV SDM) are randomly divided into four teams of 81‐83 students each, with each team having three or four full‐time faculty members (one designated as the team leader) and a number of part‐time faculty members.…”

Dental and Dental Hygiene Intraprofessional Education: A Pilot Program and Assessment of Students’ and Patients’ Satisfaction

“…Moreover, lack of trained faculty members, 7 , 11 lack of support from students 7 , 8 or administration, 7 , 8 , 11 faculty resistance, 8 and funding limitations 8 can also have a negative impact. Other barriers that may interfere with interactions between dental and dental hygiene students include poor communication, intraprofessional resistance and stereotyping, lack of interest, respect, and understanding, and geographic limitations since only 20% of U.S. dental hygiene programs are located on a campus with a dental school 7 , 13 – 15 . The possibility that the majority of even recent graduates from U.S. dental schools and dental hygiene programs may have never been given the opportunity for interprofessional learning is both likely and unsettling.…”