Abstract
This mixed-methods research was set out to explore if dentistry students could increase their pre-clinical skills and team performance, while learning together in interprofessional teams through a structured pedagogy for collaboration. Dental and oral health students at the University of Otago have attended a new concept called team-based interprofessional education. Students prepared for a class activity by going through e-learning material about a specific topic answering a readiness assurance test (RAT) related to the topic, individually before coming to class. During class, first year oral health students were teamed up with third year dental students to discuss clinical cases relevant across both student groups as well as discussing each professions roles and responsibilities. Towards the end of this activity everyone answered the same RAT test, this time together in their respective team. This study collected data from a pre-post activity questionnaire survey, with a 5-point Likert-type scale response rate to measure students’ readiness for interprofessional learning (RIPLS). After the intervention, students were invited to participate in one-on-one interviews to give feedback on the intervention. Findings from the RATs demonstrated increased knowledge with test scores significantly higher after the intervention compared to before. Findings from the RIPLS indicated that students appreciated learning and communicating with each other while having an unclear perception about professional identity, roles & responsibilities. This was confirmed by the students and further elaborated on during the interviews. This study filled a gap in current teaching and learning practices by enhancing professional skills through teamwork with implications for increased collaboration and patient-centred care.