Barker Tricia S, Smith Chet A, Waguespack Geri M, Mercante Donald E, Gunaldo Tina P
J Dent Hyg. 2018 Oct;92(5):14-21.
The purpose of this study was to apply a quality improvement model in the application of an intraprofessional educational experience by improving student perceptions of collaboration and increasing the number of collaborative experiences within the dental hygiene curriculum. A quality improvement model, Plan, Do, Study, Act (PDSA) developed by the Institute for Healthcare Improvement (IHI), was used to initiate an intraprofessional education experience for dental hygiene and dental students. Faculty members utilized the PDSA worksheet to plan, implement, and analyze the educational experience. Pre- and post-session surveys were used to measure dental hygiene student perceptions of their ability to perform four Interprofessional Education Collaborative (IPEC) sub-competencies. Statistical analysis was carried out on the pre and post session surveys. Students were also given the opportunity to discuss their learning and intraprofessional experiences in a reflection assignment. Dental hygiene students demonstrated positive changes from pre- to post-session survey data in in all four targeted IPEC sub-competencies. Statistical significance was noted in three of the four IPEC sub-competency rating statements. Themes from the reflection assignments indicated student learning in the areas of teamwork and communication. Dental hygiene faculty applied the information gained from the assessments as part of the IHI PDSA cycle for improvement in health care to evaluate and plan for future learning experiences. Meaningful intraprofessional education experiences between dental hygiene and dental students support collaborative practice skills and should be integrated into dental and dental hygiene curricula. Applying a continuous quality improvement model, such as the IHI PDSA, can assist educators in planning, implementing, and evaluating curricular changes in order to improve student learning outcomes.
本研究的目的是通过改善学生对协作的认知并增加口腔卫生课程中的协作经历数量，将质量改进模型应用于专业内教育体验。由医疗保健改进研究所（IHI）开发的质量改进模型“计划、执行、研究、行动”（PDSA）被用于启动口腔卫生专业和牙科专业学生的专业内教育体验。教师利用PDSA工作表来计划、实施和分析教育体验。课前和课后调查用于衡量口腔卫生专业学生对其执行四项跨专业教育协作（IPEC）子能力的能力认知。对课前和课后调查进行统计分析。学生们也有机会在反思作业中讨论他们的学习和专业内体验。从课前到课后调查数据，口腔卫生专业学生在所有四项目标IPEC子能力方面都表现出积极变化。在四项IPEC子能力评级陈述中的三项中发现了统计学意义。反思作业中的主题表明学生在团队合作和沟通方面有所学习。口腔卫生专业教师将从评估中获得的信息作为IHI PDSA改进医疗保健循环的一部分，用于评估和规划未来的学习体验。口腔卫生专业和牙科专业学生之间有意义的专业内教育体验支持协作实践技能，应纳入牙科和口腔卫生课程。应用持续质量改进模型，如IHI PDSA，可以帮助教育工作者规划、实施和评估课程变化，以提高学生的学习成果。
