INTERPROFESSIONAL EDUCATION IN DENTISTRY Lluís Giner-Tarrida MD, DDS, PhD. Decano Facultad de Odontología, UIC-Barcelona. María Arregui DDS, PhD. Coordinadora IPE Odontología, UIC-Barcelona. Barcelona, Spain Abstract Interprofessional education is an educational system supported by the World Health Organization as a mechanism to improve health education and teamwork. The objective of this work consisted of identifying the role of the dentist for 1st-year dental students. A total of 88 first-year dental students divided into two groups of 44 and subdivided into groups of 6 participated in a group dynamics activity known as Phillips 66, in which the students, by analyzing videos, discuss and reach a consensus on what they have seen. The results obtained were very homogeneous among the different groups, highlighting the importance of training both technically and non-technical skills such as communication and listening, to improve their relationship with patients. It can be concluded that this activity helps first-year year students to reflect on the profession in which they are being trained and helps them to be more aware of their own and the patient's needs. Key words Interprofessional Education, Curriculum, Dental Students Introduction
population health care, reinforcing teamwork among the different health professionals and thus providing a more efficient response to the needs of the population in the communities.3,4 Currently, there is evidence of robust IPE training in countries such as the United States and the United Kingdom, particularly in medicine, nursing, and health sciences in general with the incorporation of pharmacists and other health care professionals, such as dentists,5,6 but there is still a lack of evidence on the inclusion of dentists in IPE at both the occupational and educational levels, elsewhere in the world. The dentist should have more presence and relevance in the patient’s general health since it has been shown that dental clinics can make an early diagnosis of diseases such as hypertension7 or control the cessation of tobacco consumption,8 and can also detect cases of abuse. This demonstrates that the dentist can greatly help patients on a social level. For this, it is necessary to train students in values and equity and show them the importance of their profession in society at a preventive level in all areas not only in dentistry. An IPE commission was created at the Universitat Internacional de Catalunya in 2018. Since then, we have been working to develop IPE activities in all degrees gradually, so that in each academic year they have some type of activity. For this purpose, the different competency maps were developed following what is established in the CORE Curriculum9 and CAIPE,10 to evaluate which of the two systems is more adapted to our curricula, and to see what type of hybrid activities can be carried out, between which degrees and which courses or thematic subjects are coincident.
“ Nevertheless, it is essential Nevertheless, it is essential to Interprofessional education emphasize that IPE is not only (IPE) is a teaching tool, to emphasize that IPE is not about students training together, increasingly introduced in only about students training but it is something more healthcare education with both complex, as it requires these curricular and extracurricular together, but it is something students to understand the activities, in which students more complex, as it requires different cultures or professional from different health science roles;11 that is why it is important degrees are trained together to these students to understand that before they start learning learn to work in the different cultures or about each other's professions interprofessional groups, similar and engaging in joint activities, professional roles.” to what will happen to them at it is fundamental for students to the end of their university understand the role of their education.1,2 This educational system is endorsed by future profession. For this reason, the present study the World Health Organization (WHO) as a aimed to implement an extracurricular activity mechanism to strengthen health education and create a stronger response mechanism aimed at holistic 21
