Davenport Elizabeth S
Barts and The London School of Medicine and Dentistry.
Br Dent J. 2013 Nov 8;215(9):464-5. doi: 10.1038/sj.bdj.2013.1069.
Interdisciplinary collaboration and communication during dental training has become an increasingly influential idea within dental schools, both in the United Kingdom and European contexts. Research into this curriculum innovation has provided evidence to argue that benefits accrue both in terms of professional understanding and the development of dental professional learning dispositions.
This study investigates the interactions within a trainee dental team. In particular, the paper reports the professional experiences and development of trainee dental technicians and undergraduate dental students during a prolonged shared learning exercise in a combined UK university dental school and hospital.
Using a qualitative approach with a phenomenological framework, data sources included reflective diaries, focus group interviews and participant feedback.
Eleven major domains were identified that accurately characterised the participants' beliefs, thoughts and practices. The results indicate that both trainee dental technicians and undergraduate dental students were pragmatic but positive in terms of their expectations of shared learning. In particular, they regarded the exercise as useful in terms of communication and understanding each other's role. Evidence also indicated the presence of original elements such as crisis of confidence and feelings of awkwardness that do not arise in other studies.
The implications for dental education are that for effective professional collaboration during training to take place a merger of interests among educators and policy developers in dental education must occur, and the challenges encountered within practice cultures must somehow be overcome. Therefore, more investment in evaluating research into interprofessional learning in dentistry would contribute to our knowledge about the place and role of interprofessional education in the professional dental curriculum and beyond.
在英国和欧洲范围内，牙科培训期间的跨学科合作与交流在牙科学院中已成为一个越来越有影响力的理念。对这一课程创新的研究提供了证据，表明在专业理解和牙科专业学习倾向的发展方面都能产生益处。
本研究调查了实习牙科团队内部的互动情况。特别是，本文报告了在英国一所大学牙科学院与医院联合开展的长期共享学习活动中实习牙科技师和牙科本科生的专业经历与发展情况。
采用具有现象学框架的定性方法，数据来源包括反思日记、焦点小组访谈和参与者反馈。
确定了11个主要领域，准确描述了参与者的信念、想法和实践。结果表明，实习牙科技师和牙科本科生在对共享学习的期望方面既务实又积极。特别是，他们认为该活动在沟通和理解彼此角色方面很有用。证据还表明存在一些其他研究中未出现的原始要素，如信心危机和尴尬感。
对牙科教育的启示是，为了在培训期间实现有效的专业合作，牙科教育工作者和政策制定者之间必须有利益融合，并且必须以某种方式克服实践文化中遇到的挑战。因此，增加对牙科跨专业学习研究评估的投入将有助于我们了解跨专业教育在专业牙科课程及其他方面的地位和作用。
