INTRODUCTION: Children’s Oral Health (OH) is a vital part of their general health. Since many OH problems begin during early childhood, prevention of these problems can be achieved through early and routine preventive dental care. The dental community alone cannot adequately address all oral health care needs. The establishment of an interprofessional oral health primary care workforce team can help provide holistic health care services that can improve children’s OH, particularly among under-served populations. OBJECTIVE: The aim of our study was to assess the effect of Interprofessional Education (IPE) on the level of OH knowledge among pediatricians, nurses, speech-language pathologists, nutritionists, and social workers. MATERIALS AND METHODS: Questionnaires assessing participants’ oral-health knowledge were collected from pediatricians, nurses, speech-language pathologists, nutritionists and social workers who are working or studying in Boston, Massachusetts. Pre-test questionnaires were used to evaluate baseline oral-health knowledge and attitude towards IPE. Post-test survey immediately after the IPE training and a follow-up survey after 6-12 months were used to evaluate immediate and long-term retention of knowledge. Pre-, post- and follow-up scores were assigned based on the participants’ responses. Univariate parametric analysis methods such as T-test and non-parametric tests such as Kruskal-Wallis and Wilcoxon rank-sum tests were used to assess retention of knowledge and attitude towards IPE. Fisher’s Exact test was used to evaluate differences in the number of high scores. Multiple linear regression models were used to adjust for potential confounders. Statistical significance was reported when p-value <0.05. RESULTS: Among the 557 participants, the immediate post-test scores showed significant improvement when compared to the baseline knowledge scores across different professions (p<0.01). The long-term follow-up scores was lower than the immediate post-test scores (statistical significance was not detected across all professions), however, still significantly higher when compared to the pre-test scores (p<0.01). Among all the participants, the attitude towards collaboration was high (100%). CONCLUSION: Our results highlight the need for collaboration between dental and non-dental healthcare workforce by incorporating IPE into existing curriculum to enhance the retention of knowledge and increase collaboration after graduation. Continuing education programs can significantly contribute towards long-term retention of knowledge. / 2022-07-29T00:00:00Z

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Syfte: Syftet med studien var att undersöka hur tandtekniker- och tandläkarstudenter upplever interprofessionellt lärande (IPL). Material och metod: Två professionsspecificerade enkäter e-mejlades ut till 88 sistaårsstudenter på Odontologiska fakulteten, Malmö universitet, 22 tandteknikerstudenter (TTK6) och 66 tandläkarstudenter (TLK10). Enkäterna utformades genom Sunet Survey och bestod av 10 frågor med svarsskala 1–5. Respondenterna fick en vecka att svara och påminnelser mejlades ut dag 4 och 5. Resultaten sammanställdes och statistisk bearbetning genom tvåsidigt t-test utfördes för att jämföra respondentgruppernas svar mot varandra, med signifikansnivå α=0,05. Resultat: Den totala svarsfrekvensen var 32,9%, varav 68% för TTK6 och 21% för TLK10. Hälften (53,3%) av TTK6 angav att antalet tillfällen för samarbete är mycket högt och 42,9% av TLK10 angav att antalet är mycket lågt (p=,0047). 60% av TTK6 angav att samarbetena har delvis variation medan 64,3% av TLK10 angav att samarbetena har mycket låg till låg variation (p=,039). Majoriteten (93,3%) av TTK6 angav att förutsättningarna att förstå ordersedlar är låga till höga och 100% av TLK10 angav medel till mycket höga förutsättningar (p=,0031). 86,7% av TTK6 upplevde att deras roll värderas mycket lågt till neutralt av tandvårdsteamet och 71,5% av TLK10 upplevde att deras roll värderas högt till mycket högt (p&lt;,0001). Slutsats: Majoriteten av studenterna uttryckte att IPL upplevdes neutralt eller positivt. Tandteknikerstudenterna upplever att deras roll värderas mycket lågt av tandvårdsteamet. I motsats upplever tandläkarstudenterna att deras roll värderas mycket högt. Tandläkarstudenterna upplever att antalet tillfällen för samarbete med tandteknikerstudenter är mycket lågt. / Purpose: The aim of this study was to examine how dental technician and dental students experience interprofessional education (IPE). Material and method: Two profession-specific surveys were emailed to 88 last-year-students at the Faculty of Odontology, 22 dental technician (TTK6) and 66 dental students (TLK10). The surveys included 10 questions with 1-5 answer alternatives. The respondents had a week to answer and received two reminders. The statistics were compiled and two-tailed t-tests conducted with a level of significance at α=0.05. Result: The total response frequency was 32.9%, 68% for TTK6 and 21% for TLK10. 53.3% of TTK6 responded the number of collaborations is very high and 42.9% of TLK10 responded the number is very low (p=.0047). 60% of TTK6 responded the collaboration variety is medium and 64.3% of TLK10 that variety is very low to low (p=.039). 86.7% of TTK6 responded the conditions to comprehend order forms are very low to medium and 100% of TLK10 that conditions are medium to very high (p=.0031). 86.7% of TTK6 experienced that their role is valued very low to neutral by the dental team and 71,5% of TLK10 that their role is valued high to very high (p&lt;.0001). Conclusion: The majority of students expressed their experiences of IPE as neutral to positive. According to dental students the number of collaborations with technician students is very low. According to dental technician students, their role is valued very low by the dental team. In comparison the dental students experience that their role is valued very high.

Abstract: Alzheimer’s Disease (AD) is a complex neurodegenerative disease that requires interprofessional collaboration. Pharmacological options are currently ineffective, increasing the need for preventative strategies to combat the rise of AD. Considerations of gut-targeted interventions have increased as a key component in the prevention of AD, based on the understanding that the state of the gut microbiome can impact cognitive function through the pathway known as the gut-brain axis. Methods: This scoping review explored information on the gut-brain axis in persons with AD. A comprehensive search was conducted in November 2023. Forty reviews and 13 human studies were analyzed. Results: There is an abundance of information supporting the role of the gut-brain axis in the development and prevention of AD. This information is complex and may deter healthcare professionals outside of neuroscience, medicine, and nutrition from engaging in the literature. Further research is needed from within the SLP’s scope of practice.

Thesis (MCurr)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: see full text for abstract / AFRIKAANSE OPSOMMING: sien volteks vir die opsomming

The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

The primary purpose of this investigation was to explore the effects of varying degrees of vocal tract semi-occlusion in Vocal Function Exercises (VFEs) on attainment of pre- established maximum phonation time (MPT) goals in individuals between the ages of 18 and 45 with normal voice. Individuals were randomized into three experimental groups: the traditional VFE with a semi-occluded vocal tract (SOVT), modified /o/ with partial occlusion, and modified /a/ without significant occlusion. For six weeks, the participants completed the four exercises two times each, twice daily on corresponding vocal tract postures assigned by group. Results indicated significant change in percent of MPT goal attained for the traditional VFE group. Neither modified vocal tract group resulted in significant change. Decreased occlusion appears insufficient in producing substantial change in voice production despite increased compliance compared to the traditional VFE group.

Randomly selected students in the Academic Health Sciences Divisions and Psychology Department at ETSU participated in a two-year Interprofessional Education (IPE) program. Prior research found that student’s general attitudes and perceptions of team oriented collaborative practice positively change with IPE experiences. However, there is a lack of research supporting that IPE improves students’ specific skills and competencies. The goal of ETSU’s pilot IPE program was to provide a collaborative learning environment for students from health professions to improve future health outcomes. Students participated in an IPE activity or course for each of the four Core Competencies for Interprofessional Collaborative Practice. The competencies included Roles and Responsibilities, Ethics, Communication, and Teams and Teamwork, which provide a framework for lifelong learning across all health professions’ education curricula. The purpose of the research was to determine whether participation in IPE activities and courses changed students’ specific skills and competencies within the broader four Core Competencies. It was predicted that integrating interprofessional education into post-secondary education would increase students’ knowledge and application and appreciation of interprofessional education. Data was collected through the online survey program, Survey Monkey©, before and after each course or activity. Pre- and post-surveys were administered to measure students’ judgments about their current level of knowledge, ability to implement the knowledge, and degree to which they valued the skills. Nine to twelve subcompetencies, derived from the Core Competencies, were presented in a question format addressing the proficiencies: I know..., I practice..., and I value... A total of 32 graduate students from the Colleges of Medicine, College of Nursing, College of Pharmacy, College of Public Health, College of Clinical and Rehabilitative Health Sciences, and Department of Psychology submitted 41 surveys. Dependent t-tests were used to test for change between pre- and post-test ratings. Results showed that the overall mean posttest ratings within each Core Competency were greater than the pre-test ratings at a statistically significant levels, excluding the Ethics Competency. The mean post-test ratings for each proficiency (e.g., I know, I practice, I value) were greater than the pre-test ratings at a statistically significant levels. Most students (95%) rated their initial evaluation of knowledge as accurate, meaning the students felt their pre-test ratings were representative of their prior knowledge. The findings of the current study suggest that integrating interprofessional education into post-secondary education courses, such as that provided by the ETSU IPE Pilot Project, may increase students’ knowledge, skills and appreciation for interprofessional education.