Khabeer Abdul, Faridi Muhammad Ali
Undergraduate Medical Education, Schulich School of Medicine and Dentistry, University of Western Ontario, London, CAN.
Restorative Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, SAU.
Cureus. 2024 Oct 31;16(10):e72768. doi: 10.7759/cureus.72768. eCollection 2024 Oct.
Interprofessional education (IPE) is defined as the collaborative learning process involving two or more healthcare professions to enhance teamwork and patient care. While the dental profession plays a key role in patient health, its integration into IPE remains underreported. This review examines the current status of IPE in undergraduate and graduate dental curricula, focusing on barriers such as time constraints, curriculum gaps, and limited faculty engagement. Through a review of the literature, including surveys and studies, findings suggest that while IPE has been increasingly incorporated into dental programs, challenges such as inadequate curricular integration and resource constraints hinder its full potential. Moreover, although dental students express positive perceptions toward IPE, translating these into actionable outcomes remains a challenge. The review also highlights the need for innovations, including online learning and faculty training, to overcome these barriers. Recommendations include integrating IPE into clinical training, improving faculty participation, and leveraging technology to foster collaboration and ultimately improve patient care outcomes.
跨专业教育（IPE）被定义为涉及两个或更多医疗保健专业的协作学习过程，以加强团队合作和患者护理。虽然牙科专业在患者健康方面发挥着关键作用，但其融入跨专业教育的情况仍鲜有报道。本综述考察了本科和研究生牙科课程中跨专业教育的现状，重点关注时间限制、课程差距和教师参与度有限等障碍。通过对包括调查和研究在内的文献进行综述，研究结果表明，虽然跨专业教育已越来越多地纳入牙科课程，但课程整合不足和资源限制等挑战阻碍了其充分发挥潜力。此外，尽管牙科学生对跨专业教育表达了积极的看法，但将这些看法转化为可操作的成果仍然是一项挑战。该综述还强调了创新的必要性，包括在线学习和教师培训，以克服这些障碍。建议包括将跨专业教育纳入临床培训、提高教师参与度，以及利用技术促进协作并最终改善患者护理结果。
