Interprofessional Education in Dentistry: Exploring the Current Status and Barriers in the United States and Canada
Bibliographic record
Abstract
Interprofessional education (IPE) is defined as the collaborative learning process involving two or more healthcare professions to enhance teamwork and patient care. While the dental profession plays a key role in patient health, its integration into IPE remains underreported. This review examines the current status of IPE in undergraduate and graduate dental curricula, focusing on barriers such as time constraints, curriculum gaps, and limited faculty engagement. Through a review of the literature, including surveys and studies, findings suggest that while IPE has been increasingly incorporated into dental programs, challenges such as inadequate curricular integration and resource constraints hinder its full potential. Moreover, although dental students express positive perceptions toward IPE, translating these into actionable outcomes remains a challenge. The review also highlights the need for innovations, including online learning and faculty training, to overcome these barriers. Recommendations include integrating IPE into clinical training, improving faculty participation, and leveraging technology to foster collaboration and ultimately improve patient care outcomes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.017 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.002 |
| Bibliometrics | 0.008 | 0.016 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".