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RESEARCH POSTER PRESENTATION DESIGN © 2015

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PROBLEM IDENTIFICATION & GENERAL NEEDS ASSESSMENT

CURRICULUM GOALS

A. Problem Identification

1. Direct correlation between oral health and systemic diseases:

Oral health and heart diseases- ex: periodontal diseases and bacterial

endocarditis, atherosclerosis, and stroke.

Diabetes and higher prevalence of periodontal diseases.

Osteoporosis and bone loss in the jaw.

Oral bacteria and respiratory disease.

2. The needs to identify patients at risk for medical problems due to the presence of

oral health and vice versa

Important for health professionals from different disciplines come together to

Form interprofessional collaborative team: physician, dentist, pharmacist,

chiropractor, physical therapist, etc.

Work together to provide comprehensive care to patients.

3. Dental Professional and Educational Guidelines

American Dental Education Association (ADEA): identified 4 key reasons

1. Dentistry is a critical component of the primary care system.

2. Chronic disease state management is impacted by and has consequences on oral

health.

3. Quality oral health care is best achieved when dentists work collaboratively

both intra-professionally and inter-professionally.

4. Dentistry is expected to interact with community public health system.

Commission on Dental Accreditation (CODA)

Standard 1-9: The dental school must show evidence of interaction with other

components of higher education, health care education, and/or health care

delivery systems.

Standard 2-19: Graduates must be competent in communicating and

collaborating with other members of the health care team to facilitate the

provision of health care.

B. General Needs Assessment

1. Current Approach:

Departmental silo mentality- changing to integrated basic-clinical sciences

through PBL, TBL, and CBL.

Dental schools have IPE component defined, but mainly dentists as observers.

If interactive IPE, often standardized patients are used and not true clinical

patients with complex oral-systemic correlation.

At LECOM-SDM, institutional effort to bring collaboration to medical, dental,

and pharmacy students through both pre-clinical and clinical curricula.

Pre-recorded videos, online discussion, quizzes, and reflection paper.

Most cases are medical and pharmacy cases. Dental students are true

observers.

2. Ideal Approach:

To develop an interprofessional education curriculum focuses on integration of

clinical rotation to provide a better collaborative learning environment.

Interprofessional Education Clinical Rotation (IPECR) will be conducted at the

LECOM School of Dental Medicine- Bradenton Campus.

First session: CLINICAL

Appointment scheduled in the dental clinic

Supervised by dental faculty preceptors

Interview- Three team members (D3, P3, OMS3) to interview one patient at the

same appointment

Second session: DISCUSSION

Two-weeks after patient appointment

Meet in media center learning room

Led by faculty from either medical, dental, or pharmacy schools.

Discussion and reflection.

METHODS CONCLUSIONS

IPECR will add “real patient” component to Interprofessional Education.

Students will have the opportunity to work collaboratively with

members of the other health professions.

Students will have the opportunity to observe how members of the other

health professions communicate with the patient.

Students will observe what information is considered important and

pertinent to the other members of the team.

REFERENCES

1. American Academy of Periodontology. (November 2016). Gum Disease and Other Systemic Diseases. Retrieved from

https://www.perio.org/consumer/other-systemic-diseases

2. Anders, P.L., Scherer, Y.K., Hatton, M., Antonson, D., Austin-Ketch, T., Campbell-Heider, N. (2016). Using standardized

patients to teach interprofessional competencies to dental students. Journal of Dental Education, 80(1), 65-72.

3. Barnett M.L. (2006). The oral-systemic disease connection: an update for the practicing dentist. Journal of American Dental

Association, 137(Suppl), 5S-6S.

4. Colgate Oral Care Center. (2016). Oral Health and Medical Conditions. Retrieved from http://www.colgate.com/en/us/oc/oral-

health/conditions

5. Commission on Dental Accreditation. (2013). Accreditation standards for dental education programs. Retrieved from

www.ada.org/sections/educationAndCareers/pdfs/predoc_2013.pdf.

6. Conway, S.E., Smith, W.J., Truong, T.H., Shadid, J. (2014). Interprofessional pharmacy observation activity for third-year

dental students. Journal of Dental Education, 78(9), 1313-1318.

7. Elangovan, S., Venugopalan, S.R., Srinivasan, S., Karimbux, N., Weistroffer, P., Allareddy, V. (2016). Integration of basic-

clinical sciences, PBL, CBL, and IPE in U.S. dental schools’ curricula and a proposed integrated curriculum model for the

future. Journal of Dental Education, 80(3), 281-290.

8. Formicola, A.J, Andrieu, S.D., Buchanan, J.A. et al. (2012). Interprofessional education in U.S. and Canadian dental school: a

ADEA team study group report. Journal of Dental Education, 76(9), 1250-68.

9. Foster Page, L.A., Gray, L., Gallagher, P., McKinlay, E., Rich, A.M. (2016). Untangling the web of influences on dental

students’ participation in interprofessional education programs. Journal of Dental Education, 80(6), 677-685.

10. Friedewald V.E., Kornman, K.S., Beck, J.D., et al. (2009). The American Journal of Cardiology and Journal of Periodontology

editors’ consensus: periodontitis and atherosclerotic cardiovascular disease. American Journal of Cardiology, 104(1), 59-68.

11. Friedewald, V.E., Kornman, K.S., Beck, J.D., et al. (2009). The American Journal of Cardiology and Journal of

Periodontology editors’ consensus: periodontitis and atherosclerotic cardiovascular disease. Journal of Periodontology, 80(7),

1021-32.

12. Institute of Medicine of the National Academies. (2015). Measuring the impact of interprofessional education on

collaborative practice and patient outcomes. Washington, D.C.: The National Academies Press.

13. Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016

update. Washington, DC: Interprofessional Education Collaborative.

14. Jackson, J.T., Quinonez, R.B., Kerns, A.K., Chuang, A., Eidson, R.S., Boggess, K.A., Weintraub, J.A. (2015). Implementing a

prenatal oral health program through interprofessional collaboration. Journal of Dental Education, 79(3), 241-248.

15. Paquette, D.W., Bell, K.P., Phillips, C., Offencbacher, S., Wilder, R.S. (2015). Dentists’ knowledge and opinions of oral-

systemic disease relationships: relevance to patient care and education. Journal of Dental Education, 79(6), 626-635.

16. Pardue, K.T. (2015). A framework for the design, implementation, and evaluation of interprofessional education. Nurse

Educator, 40(1), 10-15.

17. Sutherland, S.E., Moline, K.A. (2015). The ARCTIC workshop: an interprofessional education activity in an academic health

sciences center. Journal of Dental Education, 79(6), 636-643.

18. Wilder, R.S., Bell, K.P., Phillips, C., Paquette, D.W., Offenbacher, S. (2014). Dentists’ practice behaviors and perceived

barriers regarding oral-systemic evidence: implications for education. Journal of Dental Education, 78(9), 1252-1262.

19. World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Geneva:

World Health Organization.

CONTACT

Thanhphuong (Katie) Dinh, DMD

Assistant Professor of Restorative Dentistry

LECOM-School of Dental Medicine

4800 Lakewood Ranch Blvd- Bradenton, FL. 34211

(941) 405-1536

kdinh@lecom.edu

1. Develop competence in the four interprofessional competency domains of values

and ethics, roles and responsibilities, interprofessional education, and teams and

teamwork.

2. Understand the need and rationale for a team-based approach to health care.

3. Interact professionally through the discussion of issues related to interprofessional

care.

4. Communicate and collaborate with members of the other health care disciplines to

facilitate the provision of health care.

5. Apply principles of team dynamics to plan and deliver patient/population centered

care that is safe, timely, efficient and effective.

6. Demonstrate responsibility for creating and achieving shared goals, regardless of

position.

EVALUATION METHODS

Thanhphuong N. Dinh, DMD; Mathew J. Bateman, PhD, DHEd Lake Erie College of Osteopathic Medicine, School of Dental Medicine

Integration of Clinical Rotation to an Interprofessional Education Curriculum for Dental, Medical, and Pharmacy Students

LEARNING OBJECTIVES

By the end of the rotation, each dental (third year-D3), medical (third year-OMS3), and

pharmacy (third year-P3)student participated in the IPECR curriculum will be able to:

1) Affective: demonstrate awareness of their own biases working with other health

care professionals, as demonstrated in a reflective writing assignment.

2) Cognitive: judge the importance of collaborative work by selecting high ranking

items for 70% of the survey questions.

3) Cognitive: implement the principles of active communication and collaboration in

his/her self reflective paper.

4) Cognitive: distinguish the four interprofessional competency domains by selecting

all the correct answers pertaining to these domains in the end-of-rotation survey.

5) Cognitive: develop a treatment plan specific for the patient he/she interview as

applicable to the student’s health professional discipline.

6) Cognitive: collaborate with the other team member the rationales for treatment

which integrate information pertaining to all three disciplines.

7) Psychomotor: have interviewed a patient during the assigned clinic rotation.

8) Psychomotor: compose a list of information necessary for developing a treatment

plan appropriate to the student’s health professional discipline.

9) Psychomotor: communicate effectively with the other team member his/her plan of

treatment for the patient.

P 3

O M S 3

D 3

Interprofessional

EDUCATION

SESSION 1- Patient Interview Appointment

SESSION 2- Discussion, Collaboration, and Reflection

PATIENT INTERVIEW GRADING RUBRIC

On Communication and Collaboration

Student Interviewer: _______________________ COM/SDM/SOP (circle one)

Dental Clinic Preceptor: ____________________ Date: ________________

INTERPROFESSIONAL TEAM WORK

Patient-centered communication Not observed

0

Need

improvement

1

Exemplary

2

Comments

1. Introduces self and explains purpose of

interview

1. Explains professional role to patient

1. Attends to the patient comfort and privacy

1. Allows the patient to describe the chief

complaint

1. Balances listening with structured questions

1. Questions and contents appropriate for the

discipline (dental, medical, pharmacy)

1. Follows up on verbal cues and vague

statements

1. Attends to patient non-verbal cues

1. Responds empathetically and supportively

1. Communicates to the patient using

terminology the patient can understand

Total Points (x/20) =

Interprofessional Team Collaboration Not observed

0

Need

improvement

1

Exemplary

2

Comments

1. During the huddle before the encounter, the

team pre-determines roles/tasks for each

team member

1. The team explains the “team-based” visit to

the patient

1. Everyone on the team contributes to the

patient interview

1. Team member is respectful of the other

professions

1. The team was organized in their approach

during the patient encounter

Total Points (x/10)=

Students will be evaluated with:

Grading rubric for communication and collaboration in the clinic

Student survey

Self-reflection writing assignment (paper)

IPECR COLLABORATIVE CARE PLAN

SELF-REFLECTION PAPER

Student: ________________________ COM/SDM/SOP (please circle one)

Habitual

0-point

Thoughtful

1-point

Reflection

2-points

Critical Reflection

3-points

Answer to the prompt

questions

Poorly addresses the assignment

question and does not provide a

compelling rationale for

choosing an

alternative

Superficial descriptive writing

approach (fact reporting, vague)

Partial or unclear

addressing of

assignment question; does not

provide a compelling rationale

for choosing an alternative

Elaborated descriptive writing

approach and impressions

without reflection

Clearly answers the assignment

question or, if relevant, provides

a compelling rationale for

choosing an alternative

Movement beyond reporting or

descriptive writing to reflecting

(i.e., attempting to understand,

question, or analyze the event)

Clearly answers the assignment

question or, if relevant, provides

a compelling rationale for

choosing an alternative

Exploration and critique of

assumptions, values, beliefs,

and/or biases, and the

consequences of action (present

and future)

Were concerns for social

determinants of health addressed

as a team? (e.g., health literacy,

housing, legal issues, finances,

transportation)

Do you perceive that the patient

education needs were addressed

by the team?

Do you feel that an appropriate

clinical care plan was developed

by the team (e.g., labs,

diagnostic tests, medications,

referrals)?

What role do you have in

contributing to planning for the

patient care as member of the

health care team?

How do you feel working with

members of another health care

disciplines? Have your attitude

and belief in regard to IPE

changed?