University of Plymouth Faculty of Medicine and Dentistry, Peninsula Dental School, Plymouth PL4 8AA.
Br Dent J. 2019 Jan 11;226(1):67-72. doi: 10.1038/sj.bdj.2019.10.
In certain communities patients may struggle to find access to adequate dental treatment. One proposed strategy to help meet population need is to train more dental hygiene-therapists. However, established attitudes and hierarchies, along with a lack of clear understanding of different roles within some general practice environments has led to underutilised shared-care approaches. Integrating dentists and dental hygiene-therapists in undergraduate education may be an effective approach to promote inter-professional education, dispel inappropriate biases and hierarchies, and nurture team working from an early career stage. As such, we have developed a novel BSc Dental Therapy and Hygiene (BDHT) curriculum, which is integrated with the Bachelor of Dental Surgery (BDS) programme.
The aim of this paper is to describe how two separate BDHT and BDS undergraduate programmes have been uniquely integrated, and to share areas of best practice.
The BDHT curriculum was developed based on our established BDS programme introduced in 2013 and is novel in two respects: BDHT students complete their academic and clinical training jointly with BDS students, and are assessed and trained to the same standards; and our patient-centred, primary care clinical training model is designed to prepare BDHT graduates to work under direct access.
Key success indicators of the integrated BDHT-BDS programmes are: award of GDC sufficiency; 100% BDHT graduate employment; and 100% BDHT final year pass rate.
Inter-professional education is an established pedagogic approach to inhibit the formation of hierarchy and barriers that impede collaborative care. Our BDHT programme is the first of its kind to embed inter-professional education through the entirety of both the BDHT and BDS course structures and be entirely integrated. Further studies are required to provide quantitative and qualitative data to validate the success of our new integrated training programme. This paper presents our curriculum journey, from conception, to design, implementation and review. It describes our vision and its relevance for the future of inter-professional dental education.
在某些社区，患者可能难以获得足够的牙科治疗。为了帮助满足人口需求，一种提议的策略是培训更多的牙科保健治疗师。然而，在某些普通实践环境中，由于对不同角色缺乏清晰的理解，再加上既定的态度和等级制度，导致共享护理方法未得到充分利用。在本科教育中整合牙医和牙科保健治疗师可能是促进专业间教育、消除不当偏见和等级制度以及从早期职业阶段培养团队合作的有效方法。因此，我们开发了一种新颖的 BSc 牙科治疗与保健（BDHT）课程，该课程与牙科手术学士（BDS）课程相结合。
本文旨在描述如何将两个独立的 BDHT 和 BDS 本科课程独特地整合在一起，并分享最佳实践领域。
BDHT 课程是根据我们在 2013 年推出的既定 BDS 课程开发的，具有两个新颖之处：BDHT 学生与 BDS 学生一起完成他们的学术和临床培训，并且按照相同的标准进行评估和培训；我们以患者为中心的初级保健临床培训模式旨在使 BDHT 毕业生能够在直接访问下工作。
综合 BDHT-BDS 课程的关键成功指标包括：获得 GDC 充足性；100%的 BDHT 毕业生就业；以及 100%的 BDHT 应届毕业生通过率。
专业间教育是一种既定的教学方法，可以抑制形成阻碍协作护理的等级制度和障碍。我们的 BDHT 课程是同类课程中的第一个，通过整个 BDHT 和 BDS 课程结构嵌入专业间教育，并完全整合。需要进一步的研究提供定量和定性数据来验证我们新的综合培训计划的成功。本文介绍了我们的课程之旅，从构思、设计、实施到审查。它描述了我们的愿景及其与未来专业间牙科教育的相关性。
