Dental Student Columbia University College of Dental Medicine
Participants should be aware of the following financial/non-financial relationships: . Margot H. Metz, BA: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Rachel H. Whitehill, AS, BA: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Kelly Eng, MSN, RN, FNP-BC: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Elaine Tran, MSN, RN: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Min Jae Kang, BA: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Hosam Alraqiq, BDS, MSD, MA, EdD, CHES: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Debra Miller-saultz, DNP, FNP-BC: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Abstract: Objectives This scoping review aims to describe and assess interprofessional educational (IPE) programs including predoctoral dental students (PDS) and graduate advanced nursing students (GANS) previously described in the literature.
Methods This scoping review was reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. PubMed and EBSCOhost were searched to identify articles written in English from January 1, 2000 through February 18, 2021 about U.S. IPE programs involving PDS and GANS students. Each IPE program was assessed in three areas: development, implementation, and evaluation methodologies.
Results Of the 277 articles identified, 14 met the inclusion criteria. Of these, 9 programs (64%) also involved other healthcare specialties such as medicine, pharmacy, and social work. Various approaches were used to develop IPE curricula, including help from experienced faculty (86%, n=12), modification of existing IPE frameworks (50%, n=7), literature reviews (14%, n=2), and combined strategies (50%, n=7). 8 IPE programs (57%) utilized more than one delivery format, such as clinical (29%, n=4), experiential (57%, n=8), and active learning (57%, n=8). Students were evaluated in all 14 studies for satisfaction, self-reported knowledge/attitudes, objective knowledge, or behavioral change using post-surveys/evaluations, and 13 (93%) showed an improvement in at least one evaluated outcome.
Conclusion This review provides insights into the development, implementation, and evaluation strategies of IPE programs in the fields of nursing and dentistry. The review also adds to the current body of knowledge and can help educators plan for future curricular decisions.
Source of Funding: Columbia University's 2021-2022 Summer Research Fellowship for first year dental students awarded to Min Jae Kang
