Dental undergraduate team-based learning and clinical integration and its impact on knowledge and attitudes

Foster, Joanne (2013) Dental undergraduate team-based learning and clinical integration and its impact on knowledge and attitudes. BSc dissertation, University of Portsmouth.

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    A multidiscipline approach improves patient care and can reduce costs. The GDC are expressing fondness on teamwork within undergraduate training although the guidelines are extremely broad. Is it necessary for the topic of teamwork within undergraduate training to be expanded? It may allow Dental Students’ (DSs’) to then gain this experience before commencing their vocational training. It may also impact their knowledge of the scope of practice for Dental Hygienist Dental Therapists’ (DHDTs’) if their programmes can be integrated. Thus then create improved use of DHDTs’ and a potential for a more efficient dental service for the public.

    Aim: The aim of this study is to establish whether team based learning and clinical integration within dentistry changes DSs’ knowledge and attitudes of DHDTs’. The predicted outcome of this research is that undergraduate DSs’ from Kings College London (KCL) who attends the University of Portsmouth Dental Academy (UPDA) on placement will have a much greater knowledge of a DHDTs’ scope of practice post placement compared to post placement. The study also investigates DSs’ opinions regarding team based activities. The expectation being that there will be a positive attitude with regards to working alongside undergraduate DHDTs’.

    Method: A literature review was initially carried out followed by an email questionnaire study. The data collected will be qualitative and quantitative in nature with ‘open’ and ‘closed’ questions. Eighty DSs’ made up a complete cohort that attended UPDA in 2012/13. 10% (8) of these were used in a pilot study where all individuals took part and the seventy-two were invited to take part in the main study.

    Results: Initially there were 29% (9) out of the thirty-one individuals that took part from the initial email sent out. There were two consecutive email reminder questionnaires sent to their email addresses to encourage individuals to take part with a one week time interval where the further 71% (22) responded. This was carried out over a time period of three weeks in total; from the 23rd November 2012 until the 7th December 2012. A total of 43% (31) of DSs’ took part in the questionnaire.
    The questionnaire showed that overall DSs’ working with DHDTs’ within the UPDA have improved knowledge of the DHDTs’ scope of practice. There was also a clear impression that DSs’ within UPDA that working together with DHDTs’ impacted on their team-based knowledge. However, unfortunately due to limiting factors such as small sample size and poor response rate this threatens the validity of this study.

    Conclusion: Working as part of a team in dental undergraduate training seems an important part of preparing for practice post-qualification for DSs’. This will aid communication between team members and positively impact patients’ care within dentistry. Revision to General Dental Council (GDC) documents may be required as the significance in this way of learning is more documented. There may be a potential to impact on required Continual Professional Development (CPD) subject within dentistry between all team members scope of practice. It will also positively impact DHDTs’ in job prospects as more knowledge about their roles will be discovered by potential employees. The move towards direct access may change the role of DHDTs’ and how they fit into to dentistry as the government investigates cheaper and more efficient alternatives to healthcare.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Science > Portsmouth Dental Academy
    Depositing User: Jane Polwin
    Date Deposited: 22 Oct 2013 16:43
    Last Modified: 28 Jan 2015 12:30

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