(PO-144) Inteprofessional Competencies Among Dental Hygiene Students and Registered Dental Hygienists

Author: Andrea L. Beall, D.D.S. – Clinical Assistant Professor, NYU College of Dentistry
Submitter: Andrea L. Beall, D.D.S. – Clinical Assistant Professor, NYU College of Dentistry

There is a paucity of information available about interprofessional competencies, particularly within the profession of dental hygiene. The purpose of this study was to: (a) assess interprofessional competencies; (b) determine the difference between dental hygiene students and registered dental hygienists in competency scores; and (c) explore relationships of interprofessional competency to interprofessional education and interprofessional work experience.

Methods: The study, which was part of a larger study, used a correlational design with a cross-sectional survey. The survey included 13 demographic items and 16 items on interprofessional competencies the Interprofessional Education Collaborative Revised Survey. A nation-wide random sample was conducted. A total of 423 participants were recruited: 222 dental hygienists and 201 dental hygiene students. The survey data were analyzed using descriptive statistics, correlational analysis, and independent t tests. The Teachers College, Columbia University Institutional Review Board deemed this study exempt from committee review (IRB approval 18-413).

Results: Dental hygiene students had a significantly higher IPEC aggregated mean score than registered dental hygienists (t = -4.837, p = .001, M = 70.9 dental hygiene students, M = 66.98 registered dental hygienists). Dental hygiene students’ interprofessional education experience correlated positively with the Interprofessional Competency Revised Scale score (r = 0.290, n = 201, p < .01). There was a modest relationship between interprofessional practice experience and the Interprofessional Competency score (r =. 255, n = 222, p < .01).

Conclusions: Overall, the findings from this study were interpreted as significant and important in that they showed implications for interprofessional education and collaborative practice. Educators and policymakers can use these findings and address ways to increase interprofessional competency and better understand how it relates to practice.