First Annual Emswiller Interprofessional Education SymposiumMedical College of Virginia

March 9, 2013

Charles E. “ Bud” Conklin, D.D.S.Associate Professor of Surgery

Virginia Tech Carilion School of Medicine

Virginia Tech Carilion School of Medicine“a medical school with teeth / an interprofessional

initiative ”

Teaching Oral Health in U.S. Medical Schools:Results of a National Survey

Results:

•154 US Medical Schools sent survey with 88 respondents• Educational hours offered: 28.4 % offered 1 to 2 hours 30.7% offered 3 to 4 hours 11.4% offered 5 to 6 hours 19.3% offered 6 or more 10.2% had no curriculum•26 reported evaluating students on oral health topics•Only 10 reported evaluations by clinical observations

Conclusion:The majority of the responding U.S. Medical Schools offered very little oral health education.

Academic Medicine, Vol. 86, No.2/ February 2011

U.S. Physician / Dentist Visits

CDC Public US Health Report 2004

Age 75 92%

Age 65 20%

Partnerships“Making a Difference in Medical Education”

Key Challenges to the Uptake and Implementation of Core Interprofessional

Competencies

• Institutional Level Challenges – There is a lack of top administrative leadership support for adequate resources to create an interprofessional component to health professions students’ education. In institutions that implement systematic programs of interprofessional education top leadership support has been critical.• The Lack of Institutional Collaborators - Some schools interested in launching interprofessional learning have no other or limited professional schools in their institution to partner with, and some potential partners are unwilling to take on an interprofessional agenda.• Faculty Development Issues - Health professions faculty need training to become effective interprofessional educators. The content and process of interprofessional learning differ from other academic content they teach.• Assessment Issues - The need for assessment instruments to evaluate interprofessional competencies represents a “next step” in the development of competency-based interprofessional education for all stages of interprofessional learning. This work is in early stages of development.• Lack of Regulatory Expectations - Recognition by accrediting bodies of interprofessional competencies as vital to health professions educational programs reinforces the imperative to address it by faculty and institutional leaders.

VTCSOM Oral Health / Oral Medicine Curriculum

Let’s take a look !

Oral Medicine / Oral Health Curriculum VTCSOM General Learning Objectives

 1. Understand the importance of oral health as it relates to general health.

 2. Understand the physicians role in early diagnosis of oral mucosal lesions and the impact they have in  improving quality of care and patient care outcomes.

3. Develop clinical recognition  skill sets that support identification of  oral pathology which leads  to differential or definitive diagnoses.

 4. Recognize the relationships between oral and systemic disease. For example the relationship between coronary artery and periodontal disease.

 5. Identify the most common oral mucosal lesions and their clinical management.

 6. Acquire a fundamental knowledge of patient care management at the medical / dental interface that supports a collaborative interprofessional patient care model.

Oral Medicine / Oral Health CurriculumVa Tech Carilion School of Medicine

Block IV ( Year 1)•Introduction to Oral Health /Oral Medicine•Oral Anatomy•The Oral Assessment ( clinical skill set )

Block VIII (Year 2)•Dental Caries, Periodontal Disease & Fluoridation•Oral Manifestations of Systemic Disease•Oral Cancer•Common Oral Pathologies•Describing Oral Lesions•Medical Management of the Dentally Compromised Patient• Oral Medicine Patient Focused Learning Lab•Case Based Learning•Incorporating the Oral Exam into the HEENT Exam & SOAP Note•Delta Dental Evening Lecture Series

Year 3 or 4 Elective( TBA)•Local Anesthesia ( History), Local Anesthetics (Types),Nerve Blocks and Infiltrations ( Techniques), Anatomical Review, Complications and Management

Outcomes

• ExamsBlock Exam

Lesion Description Practical

Integrated Case Base Assessment

• Clinical Skill Set Assessment

• Clinical Application

Oral Medicine / Oral Health CurriculumVa Tech Carilion School of Medicine

Block IV ( Year 1)•Introduction to Oral Health /Oral Medicine•Oral Anatomy•The Oral Assessment ( clinical skill set )

Block VIII (Year 2)•Dental Caries, Periodontal Disease & Fluoridation•Oral Manifestations of Systemic Disease•Oral Cancer•Common Oral Pathologies•Describing Oral Lesions•Medical Management of the Dentally Compromised Patient• Oral Medicine Patient Focused Learning Lab•Case Based Learning•Incorporating the Oral Exam into the HEENT Exam & SOAP Note•Delta Dental Evening Lecture Series

Year 3 or 4 Elective( TBA)•Local Anesthesia ( History), Local Anesthetics (Types),Nerve Blocks and Infiltrations ( Techniques), Anatomical Review, Complications and Management

“Sustainability”

Advancing Oral Health in America

Institute of Medicine ReportApril 2011Comments:

Sustaining Interest: Regardless of how an initiative is structured, much of its long-term viability depends on the interests and efforts of the individuals leading the agencies and HHS, which can change in unpredictable ways over time. For example, a key factor may be whether it can survive a change in presidential administrations, particularly one involving a change in parties. Long-term viability depends on HHS itself making and keeping oral health a priority issue.

Questions