A Three-Year Qualitative Evaluation of Interprofessional Team-Based Clinical Education at an Australian Dental School
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Storrs, Mark
Henderson, Amanda
Kroon, Jeroen
Evans, Jane
Henderson, Amanda
Kroon, Jeroen
Evans, Jane
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2022
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Perth, Australia
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Abstract
- Presentation Title: A Three-Year Qualitative Evaluation of Interprofessional Team-Based Clinical Education at an Australian Dental School
- Introduction/background: Based upon educational challenges the Griffith University School of Dentistry and Oral Health (DOH) embedded an interprofessional team-based treatment planning (TBTP) program in its curricula. This focused on clinical collaborative learning involving teams of students from four separate oral health programs. A quantitative evaluation of TBTP from 2012-2014 was performed. This presentation reports on a parallel qualitative evaluation to provide meaning to quantitative findings.
- Purpose/objectives: What is the contribution of interprofessional student team-based processes on students’ perceptions of interprofessional practice at DOH?”
- Methods A thematic analysis of transcripts from nine focus groups targeting final year students and open-ended questions collected from 544 students via an online instrument was performed.
- Results: Responses from 346 online participants (63.6%) and 46 focus group students revealed four major themes contributing to TBTP success: useful role learning, communication confidence, useful teamworking and collaborative confidence. Negative perceptions about the importance and benefits of interprofessionalism and lack of collaborative practice in the clinic were identified.
- Discussion: Collaborative confidence was perceived to include an understanding of interprofessional roles, confidence in communicating and teamwork skills. These were facilitated through effective interprofessional referrals in the clinic and team meetings where a better understanding of interprofessional roles, sequencing of those roles in providing safe and effective care, and enhanced ability to manage clinical problems through mutual problem-solving occurred. Positive aspects specific to separate oral health programs and a minority of TBTP deficiencies were ascertained.
- Conclusions: Aspects of TBTP positively contributing towards students’ interprofessional clinical learning and practice were identified. Educational and support interventions are needed to facilitate positive aspects of TBTP and address deficiencies. Ongoing study will further understand specific elements contributing towards interprofessional clinical learning.
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ANZAHPE 2022 Festival, July 2022
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Dentistry
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Storrs, M, A Three-Year Qualitative Evaluation of Interprofessional Team-Based Clinical Education at an Australian Dental School, ANZAHPE 2022 Festival, July 2022, 2022