• Jennifer L Brame, Shannon H Mitchell, Rebecca S Wilder, and Lattice D Sams.
• Prof. Brame is Clinical Assistant Professor, Department of Dental Ecology, University of North Carolina at Chapel Hill School of Dentistry; Prof. Mitchell is Clinical Associate Professor, Department of Dental Ecology, University of North Carolina at Chapel Hill School of Dentistry; Prof. Wilder is Professor and Director of Graduate Dental Hygiene Education, Department of Dental Ecology and Director of Faculty Development, University of North Carolina at Chapel Hill School of Dentistry; and Prof. Sams is Clinical Assistant Professor, Department of Dental Ecology, University of North Carolina at Chapel Hill School of Dentistry. Jennifer_Brame@unc.edu.
• J Dent Educ. 2015 Jun 1; 79 (6): 616-25.

AbstractInterprofessional and intraprofessional learning opportunities in health professions education are vital to emphasize evidence-based practice, quality improvement, and cost-effectiveness in patients' oral health care. The aim of this study was to assess dental, dental hygiene, and dental assisting students' readiness for intraprofessional education and to evaluate their attitudes towards and perceptions of intraprofessional teamwork, communication, respect, and understanding of professional roles. In 2013, students at one dental school (N=247) were surveyed, and focus groups were conducted for this convergent parallel mixed-methods study. Survey response rates were as follows: senior dental students 54.4% (N=43), senior dental hygiene students 100% (N=32), dental assisting students 95% (N=19), junior dental students 51.8% (N=42), and junior dental hygiene students 100% (N=33). The results showed that the dental hygiene students had more positive responses about intraprofessional education than the dental and dental assisting students (p<0.05). Most (94%, N=160) of the respondents in the combined groups agreed that intraprofessional learning would help them become more effective members of the oral health care team. The three focus group sessions (N=17) revealed consistency among the groups regarding the value of an integrated clinical design and intraprofessional education. These students were eager and positive about intraprofessional learning and agreed that a shared learning model can improve communication and respect among team members, provide a better understanding of roles, and ultimately enhance patient care.

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