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Attitudes of the first cohort of student groups trained together at the University of Portsmouth Dental Academy towards dental interprofessional education
Author(s) -
Colonio Salazar F. B.,
Andiappan M.,
Radford D. R.,
Gallagher J. E.
Publication year - 2017
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12183
Subject(s) - dental hygiene , teamwork , dental education , interprofessional education , medicine , population , psychology , medical education , dentistry , family medicine , health care , environmental health , political science , law , economics , economic growth
Objective This study explored, and compared, the attitudes of student groups trained at the University of Portsmouth Dental Academy ( UPDA ) in 2010/2011 towards dental interprofessional education ( IPE ). Methods The study population consisted of fifth‐year student dentists ( n = 80) from King's College London Dental Institute, second‐ and third‐year dental hygiene and therapy ( n = 38) and first‐year dental nursing ( n = 14) students from UPDA . A 19‐item, validated and dentally modified questionnaire, ‘Readiness for Inter‐Professional Learning Scale ( RIPLS )’, was administered. RIPLS contains three subscales: teamwork and collaboration, professional identity and roles and responsibilities . Mean ( x ¯ ) and standard deviation ( SD ) of the scores were calculated, following reversal of negative items. All the analyses were carried out using SPSS version 20 and STATA version 11. Results An overall response rate of 71% ( n = 94) was achieved. In reference to teamwork and collaboration , all groups strongly indicated that IPE can contribute to learning teamwork skills ( x ¯= 24.98, SD = 3.5) and improving relationships with team members ( x ¯= 12.93, SD = 1.63); however, the scores did not differ between the groups ( P = 0.09 and P = 0.16, respectively). Concerning professional identity , student dentists had significantly higher preference for a discipline‐based approach ( P = 0.002); were more likely to agree that ‘it is not necessary for undergraduate dental and dental care professional students to learn together’ ( P = 0.01); and perceived that ‘clinical problem‐solving skills can only be learnt effectively with other students from their own discipline’ ( P = 0.02) than dental hygiene and therapy students. In relation to roles and responsibilities , participants demonstrated a strong sense of their own professional role. Student dentists reported that they had ‘to gain more knowledge and skills’ than dental hygiene and therapy ( P = 0.01) and dental nursing ( P = 0.01) students. Dental hygiene and therapy students were less likely than student dentists to agree that ‘the role of dental nurses and hygienists was to mainly provide support for dentists’ ( P = 0.001). Conclusion The findings suggest that IPE was perceived as beneficial in relation to teamwork; however, the study raises issues regarding professional identity and roles. Educators should consider differing perceptions of professional roles and identities when planning and delivering interprofessional programmes.