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Interprofessional enhanced skills training in periodontology

Interprofessional enhanced skills training in periodontology
Interprofessional enhanced skills training in periodontology
OBJECTIVES/AIMS:Health Education England (HEE) London developed an innovative 2-year pilot educational and training initiative for enhancing skills in periodontology for dentists and dental hygienists/therapists in 2011. This study explores the perceptions and experiences of those involved in initiating, designing, delivering and participating in this interprofessional approach to training.MATERIALS AND METHODS:Semi-structured qualitative interviews were conducted with a purposive sample of key stakeholders including course participants (dentists and dental hygienists and/or therapists), education and training commissioners, and providers towards the end of the 2-year programme. Interviews, based on a topic guide informed by health services and policy literature, were audio-recorded and transcribed verbatim. Data were analysed based on framework methodology, using QSR NVivo 9 software to manage the data.RESULTS:Twenty-two people were interviewed. Although certain challenges were identified in designing, and teaching, a course bringing together different professional backgrounds and level of skills, the experiences of all key stakeholders were overwhelmingly positive relating to the concept. There was evidence of ‘creative interprofessional learning’, which led to ‘enhancing team working’, ‘enabling role recognition’ and ‘equipping participants for delivery of new models of care’. Recommendations emerged with regard to future training and wider health policy, and systems that will enable participants on future enhanced skills courses in periodontology to apply these skills in clinical practice.CONCLUSION:The interprofessional approach to enhanced skills training in periodontology represents an important creative innovation to build capacity within the oral health workforce. This qualitative study has provided a useful insight into the benefits and tensions of an interprofessional model of training from the perspectives of different groups of key stakeholders and suggests its application to other areas of dentistry.
2044-6055
1-9
Radcliffe, Eloise
4bbec31f-dadd-4b7d-95c4-7d96a5ec8659
Ghotane, Swapnil G
2b325981-afe3-4bef-b081-d1be476986ac
Harrison, Victoria
39844b8f-ebf6-40f9-a2b5-5fd8d588c672
Gallagher, Jennifer E
5b7cf462-87d2-42dc-8c02-c0405625d77d
Radcliffe, Eloise
4bbec31f-dadd-4b7d-95c4-7d96a5ec8659
Ghotane, Swapnil G
2b325981-afe3-4bef-b081-d1be476986ac
Harrison, Victoria
39844b8f-ebf6-40f9-a2b5-5fd8d588c672
Gallagher, Jennifer E
5b7cf462-87d2-42dc-8c02-c0405625d77d

Radcliffe, Eloise, Ghotane, Swapnil G, Harrison, Victoria and Gallagher, Jennifer E (2017) Interprofessional enhanced skills training in periodontology. BMJ Open, 3, 1-9. (doi:10.1038/bdjopen.2017.1).

Record type: Article

Abstract

OBJECTIVES/AIMS:Health Education England (HEE) London developed an innovative 2-year pilot educational and training initiative for enhancing skills in periodontology for dentists and dental hygienists/therapists in 2011. This study explores the perceptions and experiences of those involved in initiating, designing, delivering and participating in this interprofessional approach to training.MATERIALS AND METHODS:Semi-structured qualitative interviews were conducted with a purposive sample of key stakeholders including course participants (dentists and dental hygienists and/or therapists), education and training commissioners, and providers towards the end of the 2-year programme. Interviews, based on a topic guide informed by health services and policy literature, were audio-recorded and transcribed verbatim. Data were analysed based on framework methodology, using QSR NVivo 9 software to manage the data.RESULTS:Twenty-two people were interviewed. Although certain challenges were identified in designing, and teaching, a course bringing together different professional backgrounds and level of skills, the experiences of all key stakeholders were overwhelmingly positive relating to the concept. There was evidence of ‘creative interprofessional learning’, which led to ‘enhancing team working’, ‘enabling role recognition’ and ‘equipping participants for delivery of new models of care’. Recommendations emerged with regard to future training and wider health policy, and systems that will enable participants on future enhanced skills courses in periodontology to apply these skills in clinical practice.CONCLUSION:The interprofessional approach to enhanced skills training in periodontology represents an important creative innovation to build capacity within the oral health workforce. This qualitative study has provided a useful insight into the benefits and tensions of an interprofessional model of training from the perspectives of different groups of key stakeholders and suggests its application to other areas of dentistry.

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Published date: 10 February 2017
Additional Information: M1 - 17001

Identifiers

Local EPrints ID: 427549
URI: http://eprints.soton.ac.uk/id/eprint/427549
ISSN: 2044-6055
PURE UUID: b12b9e3c-8656-4e7d-adcf-c91ee08de1b6

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Date deposited: 23 Jan 2019 17:30
Last modified: 12 Dec 2021 03:43

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Contributors

Author: Swapnil G Ghotane
Author: Victoria Harrison
Author: Jennifer E Gallagher

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