ArticleEuropean journal of dental education : official journal of the Association for Dental Education in Europe2021
Assessing dental student perceptions after engaging in a longitudinal interprofessional education curriculum: A preliminary study.
Article in European journal of dental education : official journal of the Association for Dental Education in Europe, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Becoming Interprofessional: A Longitudinal Narrative Study of Professional and Interprofessional Identity Development Across Five Health Professions.Qualitative health research · 2026Article
- Shaping collaborative practice: a qualitative case study of educators' experiences in integrated interprofessional education.BMC medical education · 2026Article
- Collaboration During Crisis: New Graduates' Experiences of Interprofessional Practice During the COVID-19 Pandemic.Health care analysis : HCA : journal of health philosophy and policy · 2025Article
- What Type of Self-Assessment Is Best for Your Educational Activity? A Review of Pre-Post, Now-Then, and Post-Only Designs.Journal of general internal medicine · 2025Review
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
PURPOSE/
objectivesBaseline IPE perceptions for dental students were gathered prior to the implementation of a 2-year formalised IPE curriculum at a US institution. The goal was to establish a baseline of student perceptions and, in the future, continue to track student IPE perception data with IPE engagement as one measure of outcomes. The purpose of this paper is to analyse two dental student cohort perceptions of IPE after engaging in a 2-year longitudinal curriculum.
methodsFirst- and second-year students were required to participate in a 2-year IPE curriculum. As a requirement of the curriculum, students were asked to complete a validated IPE assessment, the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2). Students completed the SPICE-R2 survey, using a retrospective pretest/post-test design, after engaging in the 2-year curriculum.
resultsSixty-four students in cohort 2017 and 70 students in cohort 2018 completed the entire SPICE-R2. Statistically significant positive changes (p < .05) were found in both dental student cohorts after engagement in the 2-year longitudinal IPE curriculum. CONCLUSION(S): A longitudinal IPE curriculum has the potential to impact student IPE perceptions. Additional longitudinal multi-institutional research is needed to determine best practices in delivery and learning.
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