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Interprofessional Clinical Training of Nutrition and Dental Students/Residents: Examining Drug‐ Nutrient/Dietary Supplement Interactions and their Impact on Diet/Nutrition and Oral Health
Author(s) -
Ziegler Jane,
Spivack Evan,
Heir Gary,
Radler Diane Rigassio,
TougerDecker Riva
Publication year - 2016
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.30.1_supplement.675.14
Subject(s) - medicine , interprofessional education , psychological intervention , health care , family medicine , medical education , nursing , economics , economic growth
Objective To describe an interprofessional model to train students in the dental school clinic setting on exploration of drug‐diet/nutrient interactions. Methods Students and residents from the Rutgers’ Department of Nutritional Sciences, School of Health Related Professions and the School of Dental Medicine engage in interprofessional patient care. Nutrition and dental students/residents review patients’ medical histories, physical findings, medications, dietary supplements and chief complaints as a team under the guidance of dental and nutrition faculty. Using live patients or case studies, students/residents engage in interprofessional collaborative practice to identify potential medication‐ dietary supplement interactions that impact nutrition/diet status and oral health. Detailed diet histories and diagnostic test results are evaluated to determine potential deficiencies or interactions and appropriate interventions. Summary of Results Interprofessional approaches to practice provide role modeling for students/residents to emulate as they enter the practice setting. Effective interprofessional training integrates a variety of approaches; identification of drug, dietary supplement interactions and patient history, along with physical and diagnostic findings that impact diet/nutrition status and the orofacial region allows dental and nutrition students/residents to actively engage in learning while providing patients with comprehensive care in the dental school clinics. Students/residents learn collaborative decision‐making, problem solving and team‐based communication to deliver best practices. Conclusion Collaborative interprofessional team training and practice during clinical rotations allows students/residents to learn and appreciate the distinctive perspectives, knowledge and skills other disciplines bring to patient care. Student/resident feedback has been consistently positive. Support or Funding Information N/A