A 3‐year quantitative evaluation of interprofessional team‐based clinical education at an Australian dental school.

Purpose/Objectives: Clinical educational challenges led to the Griffith University School of Dentistry and Oral Health (DOH) introducing interprofessional team‐based treatment planning (TBTP). This paper evaluates the interprofessional contribution made to student clinical learning and experience among dentistry, oral health therapy, dental prosthetics, and dental technology students. Methods: A mixed methodology approach targeting 845 students collected data annually employing a prevalidated online instrument from 2012 to 2014 to answer the question: "What is the contribution of interprofessional student team‐based processes on students' perceptions of interprofessional practice at DOH?" Results: A representative study sample with a 64.4% response rate (N = 544) reported TBTP creating a supportive environment for interprofessional clinical learning. Significant improvements in learning shared across disciplines indicated improvements in mutual respect, understanding roles, and constructive communication enhancing teamwork. There were increasing significant correlations between shared learning and positive clinical experiences from 2012 (r =.642, p <.000) to 2013 (r =.678, p <.000) and 2014 (r =.719, p <.000). A combination of TBTP predictors accounted for 53% of the variance in clinical learning and experience in 2014 compared to 40% in 2012. Conclusion: Learning with other students, developing teamwork abilities, improved communication skills, and respect for other oral health professions were aspects of TBTP that positively impacted clinical learning and practice at DOH. Further study would assist to determine specific elements that made the greatest contribution to student learning experiences. [ABSTRACT FROM AUTHOR]