Perceptions of interprofessional collaboration in education of dentists and dental hygienists and the impact on dental practice in the Netherlands: A qualitative study

Creugers, N.H.J.; Hollaar, V.R.Y.; Laurant, Miranda

doi:10.1111/eje.12478

Cited by 18 publications

(14 citation statements)

References 21 publications

(55 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study suggests some barriers. Firstly, GDPs oppose wide-ranging reallocation, which confirms previous findings [ 5 , 34 , 35 ]. Secondly, some GDPs have experienced difficulties recruiting enough DHs to meet the amount of preventive work.…”

Section: Discussionsupporting

confidence: 89%

Collaboration between general dental practitioners and dental hygienists: a qualitative study

Boer

Dam

Sanden³

et al. 2022

BMC Health Serv Res

View full text Add to dashboard Cite

Background Influenced by governmental measures, collaboration in oral health care practices in the Netherlands has increased in recent decades. Previous studies on this subject have mainly concerned the composition of the staff or have been normative rather than descriptive. Based on the existing literature, four aspects were expected to be of significant influence on the collaboration on oral health care practices: goals, leadership, the allocation of tasks and responsibilities and formalization. Methods The aim of this study was to describe a classification of collaboration between general dental practitioners and dental hygienists within oral health care practices in the Netherlands. Eighteen semi-structured face-to-face interviews were conducted in nine oral health care practices, which differed with regard to both practice characteristics and characteristics of the principal general dental practitioner. In all practices, the principal general dental practitioner and one dental hygienist were consulted. The interviews were conducted in the practices of the respondents and were held between October 2019 and July 2020. The interviews were analyzed through theoretical thematic analysis using Microsoft Word 2010 and Atlas.ti 8. Three researchers coded and analyzed three practices, and discussed their results. Based on their mutual conclusions, one researcher analysed all practices. The final results were reviewed and approved by the other two researchers. Results Different factors influencing the collaboration between general dental practitioners and dental hygienist in the Netherlands were found. The most important factors seemed to be leadership style and goals for collaboration. Leadership style varied from very directive to very supportive and seemed to be connected to the allocation of responsibilities. Goals for collaboration varied from predominantly patient-related to mostly practice-related. Formalization appeared to be more present in larger practices and practices that are affiliated to a dental chain. Conclusions Based on leadership style and goals for collaboration, a classification was identified. This classification is recommended as a starting point for further research on directive and supportive leadership in oral health care practices.

show abstract

Section: Discussionsupporting

confidence: 89%

Collaboration between general dental practitioners and dental hygienists: a qualitative study

Boer

Dam

Sanden³

et al. 2022

BMC Health Serv Res

View full text Add to dashboard Cite

show abstract

“…2 IPE prepares the future health professional for using the right care efficiently and utilizing everyone’s roles and responsibilities to improve health outcomes. 3 Due to the increase in diversity, complex medical cases and limited health-care budgets, health-care students are expected to work effectively in a team after graduation. 4 To practice interprofessional collaboration, health workers should be oriented and adapted towards working together with multiple health professionals.…”

Section: Introductionmentioning

confidence: 99%

Readiness for Interprofessional Learning Among First Year Medical and Dental Students in Nepal

Jha¹,

Palaian²,

Shankar³

et al. 2022

AMEP

View full text Add to dashboard Cite

Introduction Health professional education curricula in Nepal do not include interprofessional education (IPE). Though a previous study conducted in Nepal identified positive attitudes among medical and nursing students, so far there are no studies assessing the health professional students’ readiness toward IPE. The aim of the study was to assess the readiness for IPE among medical and dental students. Methods The present cross-sectional study explored the readiness of conveniently selected first-year medical and dental students towards IPE and compared readiness among subgroups of respondents. The readiness was assessed through an online survey using the standard Readiness for Interprofessional Learning Scale (RIPLS) during June 2021. The nineteen questions in RIPLS were categorized under four domains: teamwork and collaboration (items 1–9), negative professional identity (items 10–12), positive professional identity (items 13–16), and roles and responsibilities (items 17–19). The individual statements were scored and assessed as per the study objectives. The scores were not normally distributed, so non-parametric tests (Mann–Whitney U -test and Kruskal Wallis test) were used. Results A total of 83 students (69 medical and 14 dental) students responded. The median total score was 75, IQR 6 with the maximum score being 95. The median (IQR) scores for the domains teamwork and collaboration were 38 (IQR 3), negative professional identity 11 (IQR 2), positive professional identity 16 (IQR 3), roles and responsibilities 10 (3). The scores were different between students aged 20 years and below = 37, and above 20 years = 38; (p =< 0.001) in the negative professional identity domain and the total score (p = 0.001). The scores were also different among those with and without previous learning exposure with other discipline students in the same class (p = 0.046). A high median score of 5 was achieved for 8 out of 19 statements in the questionnaire. Conclusion The findings showed a high level of readiness for IPE among student respondents. Study findings can be considered as a positive factor for implementing IPE sessions.

show abstract

“…These observations suggest certain degree of confidence in the value of dialogue and the legal system as an effective method to solve this type of problem, probably due to a greater awareness 32 . Certainly, training in interaction skills in dentistry is infrequent but the implementation of tutorial programmes to promote this skill has led to significant improvements 11,52,53 …”

Section: Discussionmentioning

confidence: 99%

Analysis in the ethical decision‐making of dental, nurse and physiotherapist students, through case‐based learning

Macpherson

Roqué

Martín‐Sánchez

et al. 2021

Eur J Dental Education

View full text Add to dashboard Cite

Introduction:Training in ethical competencies is perceived with special interest among the objectives of health education. The dimensions of the person such as integrity, autonomy and dignity influence the choice of interventions, but the different specialties of the health sciences conceive these dimensions with different perspectives depending on the clinical setting. These divergences can be detected during the first years of undergraduate studies, and it is important to know the professional bias and its possible causes. Materials and Methods:A procedure was developed through case-based learning (CBL) to assess various characteristics of decision-making during the early stages of student training. A semi-quantitative method was designed based on the narrative responses of a case with ethical implications in the field of gender violence. The method was applied to 294 undergraduate students in nursing (95), physiotherapy (109) and dentistry (90) from the Faculty of Health Sciences of a Spanish university. A frequency analysis of the narrative responses of the students to the proposed case was carried out, using the chi-square test to determine any association between the variables studied: gender, specialty and ethical knowledge.Results: Four types of response categories were detected, as a result of combining the personal conversation, report to legal authority or require assistance of other teams.The most common option in dentists is conversation only, while physical therapists include the assistance of other teams. In nursing, a balance is observed between both possibilities. The results show that student responses differ significantly among specialties and also differ significantly according to test scores on ethical knowledge. However, no significant differences were found between the responses provided by men and women. Conclusion:Most of the health sciences students highly valued their own capacity for dialogue and reflection to approach situations with complex ethical dimensions. We consider that case-based learning (CBL), in combination with narrative analysis is a valid means of evaluating the professional ethical competencies of students in health sciences careers applied to a common goal.

show abstract

Perceptions of interprofessional collaboration in education of dentists and dental hygienists and the impact on dental practice in the Netherlands: A qualitative study

Cited by 18 publications

References 21 publications

Collaboration between general dental practitioners and dental hygienists: a qualitative study

Collaboration between general dental practitioners and dental hygienists: a qualitative study

Readiness for Interprofessional Learning Among First Year Medical and Dental Students in Nepal

Analysis in the ethical decision‐making of dental, nurse and physiotherapist students, through case‐based learning

Contact Info

Product

Resources

About