Centre for Excellence in Interprofessional Education, Queen's University Dental School, Grosvenor Road, Belfast, BT12 6BP.
Br Dent J. 2011 Nov 25;211(10):477-83. doi: 10.1038/sj.bdj.2011.963.
Interprofessional education (IPE) should help to promote a team-based approach to professional practice but there are barriers to its implementation including professional identity. The aim of this study was to use a qualitative research methodology to explore dental and dental care professional (DCP) students' perceptions of professional roles and identities in the dental team. Data were collected by means of focus groups from a purposive sample of dental and DCP students and were audio recorded, transcribed and analysed using an explanatory framework. Five common themes emerged around the issue of professional roles and identity in the dental team. The results indicate that professional identity was an important factor in team development and was determined by direct responsibility for patient care and by the amount of clinical experience acquired. Professional identity within a team context was perceived as different from professional identity per se. Dental students were found to lack confidence in their role as team leaders which was related to their lack of knowledge of team roles, responsibilities and experience. The role of the dental technician was perceived as 'outside' the dental team due to lack of patient interaction.
跨专业教育（IPE）应该有助于促进基于团队的专业实践方法，但在实施过程中存在障碍，包括专业身份。本研究旨在采用定性研究方法，探讨牙科和牙科保健专业（DCP）学生对牙科团队中专业角色和身份的看法。通过有针对性的牙科和 DCP 学生焦点小组收集数据，并使用解释框架对音频记录、转录和分析进行了记录。围绕牙科团队中的专业角色和身份问题出现了五个共同主题。结果表明，专业身份是团队发展的一个重要因素，由对患者护理的直接责任和获得的临床经验数量决定。团队环境中的专业身份被认为与专业身份本身不同。牙科学生对自己作为团队领导者的角色缺乏信心，这与他们对团队角色、责任和经验的了解不足有关。由于缺乏与患者的互动，牙科技术员的角色被认为是“牙科团队之外”的。
