Dental student perceptions of teamwork during a community‐engaged interprofessional learning experience

• Published in: European journal of dental education Vol. 27; no. 1; pp. 56 - 62
• Main Authors: Raponi, Jayne‐Marie, Black, Erik W., Rush, Caronne C., Childs, Gail Schneider, Blue, Amy V.
• Format: Journal Article
• Language: English
• Published: England Blackwell Publishing Ltd 01.02.2023
• Subjects: Adaptability; community; Education, Dental; Experiential learning; Humans; interprofessional education; Interprofessional Relations; Learning; Patient Care Team; Patient-centered care; Problem-Based Learning; Students; Students, Dental; Teams; Teamwork; experiential learning; interprofessional education; community; teamwork; students, dental
• ISSN: 1396-5883; 1600-0579
• DOI: 10.1111/eje.12776

Introduction Dental professionals have been strong advocates for interprofessional education (IPE). During PFF, students in diverse, interprofessional teams of four are assigned a local volunteer family during their first academic year. Teams conduct four home visits and implement a health improvement project focused on the family's health and well‐being. The purpose of our analysis was to examine dental student perspectives on the use of teamwork skills during this unique interprofessional educational experience. Methods and Materials Dental student responses from 2017 to 2018 and 2018 to2019 were qualitatively analysed. Open coding by hand was used to identify keywords and themes. The themes and open codes were compared and contrasted by the researchers until a consensus was reached on themes. Results Researchers discerned three meta‐themes: value, skills and time. Researchers also found eight sub‐themes prevalent in responses: teamwork, adaptability, mutual support, trust, interprofessional communication, time, feedback, coordination and accountability. Discussion Our findings indicate dental students understood the importance of interprofessional teamwork and experiential learning within the context of PFF. Students communicated an understanding of how teamwork skills can impact team‐oriented outcomes. Dental students seemed to value many teamwork skills that contributed to their interprofessional team's success and experiential learning experience. Conclusion Engagement in a longitudinal experience that is patient‐centred, requiring time outside of the classroom, is valued by dental students for its interprofessional collaborative competency development.