ArticleJournal of multidisciplinary healthcare2025
Bridging Nutrition and Dentistry: An Interprofessional Education (IPE) Experience Model.
Article in Journal of multidisciplinary healthcare, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: Interprofessional Education (IPE) is essential for fostering collaborative healthcare practices. The purpose of this paper is to share a detailed description of the design, development process, implementation, and planned evaluation of an IPE model connecting Nutrition and Dentistry programs at the University of Illinois Chicago (UIC). The program sought to address educational gaps and enhance collaborative learning among healthcare students. Methods: This IPE teaching activity was guided by the World Health Organization's IPE guidelines and the Core Competencies for Interprofessional Collaborative Practice. The process involved the formulation of educational model, preparation of students and implementation of three IPE sessions as a collaborative effort between dental and nutrition faculty. Teaching strategies included small group discussions and case studies to foster inclusive learning. The IPE teaching activity evaluation presented in this article corresponds to traditional pretest-posttest (TPP) design, using a validated IPE tool SPICE-R2. Qualitative reflective feedback was collected to understand the program's impact on professional confidence and holistic care delivery. Quantitative analysis was conducted using Results: Pre and post SPICE-R2 scores analysis showed significant improvements in overall students'. For the domains of interprofessional teamwork, understanding of roles, and patient care outcomes, high significance was noted. Qualitative feedback highlighted the program's success in enhancing professional confidence and promoting patient-centered care. Students valued the diverse and dynamic teaching strategies employed. Challenges included space limitations and initial role clarification difficulties. Conclusion: This IPE model effectively improved students' perception towards interprofessional collaborative teamwork, roles and patient outcomes. Recommendations for future iterations include expanding the program to multiple institutions, varied learning environments, and long-term assessments to ensure sustained impact. These findings underscore the importance of Interprofessional Education in preparing healthcare professionals for collaborative practice and improving patient care outcomes.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.