Exploring interprofessional education for collaborative practice in oral health education: a scoping review.
Bibliographic record
Abstract
Background: Interprofessional collaboration supports improved patient care and outcomes. Interprofessional education for collaborative practice (IPECP) in prelicensure education promotes professional/interprofessional socialization. Within IPECP, students gain understanding of their professional role and begin developing an interprofessional identity, including collaborative skills, attitudes, and behaviours. IPECP literature in oral health education is limited. It is not well understood how oral health students are involved in IPECP and prepared for collaborative practice. Objective: To assess the literature on IPECP within oral health education and identify IPECP models and characteristics of experiences enabling professional/interprofessional socialization, interprofessional identity development, and readiness for collaborative practice. Methods: Guided by JBI methodology, the research team searched CINAHL, DOSS, MEDLINE, and APAPsycInfo for peer-reviewed articles on IPECP models in prelicensure education of oral health students. Articles (N = 321) were screened by 2 reviewers for title/abstract, followed by full text. Twenty-eight articles were included. Results: Single and multiformat IPECP models were identified including workshops, case studies, simulation, and clinical experiences. Characteristics of IPECP experiences were identified and categorized as: 1) learning from and about others; 2) establishing social connections; 3) authenticity of experiences; and 4) consistent socialization and exposure. However, challenges for IPECP in oral health education persist, including siloed education and a lack of intentional IPECP curriculum. Conclusion: Increased integration of oral health students into health professions IPECP and consistent exposure throughout programs is needed. IPECP curriculum must enable all students to explore their professional contributions to interprofessional teams. IPECP for developing an interprofessional identity in oral health students remains understudied; longitudinal and qualitative analyses are needed.
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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 | 0.020 | 0.057 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.003 |
| Bibliometrics | 0.018 | 0.024 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.008 | 0.007 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.005 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".