Abstract
Objectives:
The United Kingdom General Dental Council (1994) believes that "...all, or most courses should involve interdisciplinary collaboration and be centred on topics rather than subject teaching”. Given this the authors wish to critique knowledge available regarding integrated interprofessional dental team education and learning outcomes. Interprofessional learning is an educational process through which students and practitioners are provided with structured learning opportunities for 'shared learning'. Learners acquire knowledge, skills and professional attitudes they would not be able to acquire effectively in any other way.'
There is growing evidence to support the contention that interprofessional education (IPE) at both pre and post-qualification levels will improve professionals’ abilities to work more effectively in a team and to communicate more effectively with colleagues and patients (Morrison 2008). The United Kingdom Department of Health believes the best and most cost effective outcomes for patients and clients are achieved when professionals work together and learn together (DH, 1993). Many of the findings are derived from participant’s tacit knowledge. Tacit knowledge is defined by Nonaka and Takeuchi (1995) as ‘knowledge difficult to articulate’ that is often used to describe practical knowledge, such as know-how, and professional intuition, gained from personal experience. There is a large and growing research paper publication base regarding interprofessional team care and the benefits for patient outcomes but few regarding dental student experience of interprofessional team education and learning outcomes.
Conclusions:
Given the current limited findings, its crucial further triangulated research studies are undertaken to observe the advantages, disadvantages and benefits of integrated interdisciplinary team education and learning outcomes for dental team professionals alongside the measurement of the impact on patient treatment and care outcomes. The authors intend to undertake further studies to add to the interprofessional healthcare team dental education and learning outcome knowledge base.
The United Kingdom General Dental Council (1994) believes that "...all, or most courses should involve interdisciplinary collaboration and be centred on topics rather than subject teaching”. Given this the authors wish to critique knowledge available regarding integrated interprofessional dental team education and learning outcomes. Interprofessional learning is an educational process through which students and practitioners are provided with structured learning opportunities for 'shared learning'. Learners acquire knowledge, skills and professional attitudes they would not be able to acquire effectively in any other way.'
There is growing evidence to support the contention that interprofessional education (IPE) at both pre and post-qualification levels will improve professionals’ abilities to work more effectively in a team and to communicate more effectively with colleagues and patients (Morrison 2008). The United Kingdom Department of Health believes the best and most cost effective outcomes for patients and clients are achieved when professionals work together and learn together (DH, 1993). Many of the findings are derived from participant’s tacit knowledge. Tacit knowledge is defined by Nonaka and Takeuchi (1995) as ‘knowledge difficult to articulate’ that is often used to describe practical knowledge, such as know-how, and professional intuition, gained from personal experience. There is a large and growing research paper publication base regarding interprofessional team care and the benefits for patient outcomes but few regarding dental student experience of interprofessional team education and learning outcomes.
Conclusions:
Given the current limited findings, its crucial further triangulated research studies are undertaken to observe the advantages, disadvantages and benefits of integrated interdisciplinary team education and learning outcomes for dental team professionals alongside the measurement of the impact on patient treatment and care outcomes. The authors intend to undertake further studies to add to the interprofessional healthcare team dental education and learning outcome knowledge base.
| Original language | English |
|---|---|
| Title of host publication | IADR/AADR/CADR General Session and Exhibition 2013 |
| Publication status | Published - Mar 2013 |