Interprofessional Education Research Articles

Assessment of the modified attitudes toward health care teams scale using item response theory analysis

ABSTRACT The modified Attitudes Toward Health Care Teams Scale (mATHCTS) is a self-administered questionnaire with 14 items to assess participants’ perceptions of the impact of interprofessional collaboration. Its validity and reliability have been widely evaluated. The effect of interprofessional education (IPE) has been evaluated using changes in mATHCTS factor scores. However, several aspects of the scale require clarification: the difficulty of correctly answering each item; how well each item discriminates between respondents’ abilities; and whether the mATHCTS is better at identifying those with higher/lower abilities. We investigated the mATHCTS’s item characteristics such as difficulty, discrimination, and measurement accuracy using item-response theory (IRT) analysis. Health and welfare university students were administered a questionnaire prior to starting IPE in 2021. The results for 180 participants were analyzed based on IRT. The test-response (TRF) and test-information (TIF) functions, discrimination, and difficulty were estimated. All items’ discrimination and difficulty were adequate. The TRF, which shows the relationship between scores and ability, increased monotonically. The TIF, which shows the relationship between ability and measurement accuracy, decreased as the total score increased. The mATHCTS effectively assessed participants’ attitudes toward health care teams as a one-dimensional ability. The mATHCTS performed well in identifying participants with relatively low scores.

Research on the application effect of inter-professional training program for newly enrolled medical staff in operating room based on digital information technology.

The operating room environment demands high levels of teamwork and interprofessional collaboration, yet current training programs often lack sufficient opportunities to develop these essential skills. Few studies have explored the impact of Interprofessional Education (IPE) based on digital information technology in improving the collaboration and learning among newly enrolled medical staff in the operating room. This study aimed to design, implement, and evaluate a digital information technology-based IPE training program for newly enrolled medical staff in the operating room. The evaluation focused on the effects of the program on the participants' expertise, operational knowledge, team communication skills, and application of these skills in clinical practice. Sixty-eight newly enrolled medical staff from surgical departments in a tertiary hospital in Shanxi province were included in this study from January 2021 to December 2022. The participants engaged in an IPE training curriculum that utilized digital information technology, featuring courses and case studies specifically tailored to the operating room environment. Post-training assessments included evaluation of test scores of expertise course, evaluation of surgical simulation operations (operational knowledge and communication), and the International Interprofessional Collaboration Competency Attainment Survey (ICCAS). The effectiveness of the training was assessed by evaluating improvements in communication skills, application of practical knowledge, and teamwork in surgical contexts. Expertise course evaluation and reflection revealed that the new enrolled medical staff in the operating room had a deep understanding of the knowledge. At the same time, they are better able to understand and master the nursing mode in the process of different professional surgery, and said that they would like to cooperate with surgeon and anesthesiologist during the surgical operation. The score of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) increased significantly (P < 0.05), indicating that the communication and collaboration skills of the new enrolled medical staff in operating room were further improved, and that they were more familiar with the patient-centered teamwork mode. This study provides a valuable reference for the design and implementation of IPE programs based on digital information technology in the operating room. It highlights the importance of such programs in enhancing the understanding and cross-disciplinary communication skills for newly enrolled medical staff, ultimately improving patient care through better teamwork.

Cancer Care Pre-registration Interprofessional Education with Expert Patients: A Qualitative Study.

In interprofessional education (IPE) patients with cancer are sometimes recruited to support passive forms of learning but do not seem to have been recruited as expert patients (EPs). The aim of the study was to explore the experiences of patients who acted as EPs in an IPE learning activity in Aotearoa New Zealand. These EPs were completing or had completed receiving radiation therapy as outpatients. Ten EPs were interviewed about their experiences of being interviewed by small interprofessional groups of senior pre-registration students. Four themes were identified: (1) Why EPs decided to take part; (2) EPs' perceptions of the primary purpose of the IPE; (3) EPs' experiences of the interview, and (4) What EPs felt they contributed to student learning or learned about themselves or from students. EPs also made suggestions about how the learning activity could be improved. The study showed EPs felt they had something important to contribute to student learning. They thought the interprofessional nature of the learning activity was uncontentious and took part because they wanted students of all disciplines to learn about what it is like to have cancer and having treatment. The EPs felt the students were well-prepared and professional in their approach. They pointed out the importance of students introducing themselves proficiently and in culturally appropriate ways as this made them relax, open up, and share their experiences and in some cases learn from the students and from themselves. Patients are willing to act as EPs, but selection and approach need careful consideration.

Development of an Interprofessional Education Project in Dentistry Based on the Positive Behavior Support Theory: Pilot Curriculum Development and Validation Study.

Effective interprofessional education (IPE) can facilitate teamwork between dentists and dental technicians, thereby enabling the efficient provision of high-quality dental care. This study aimed to design and assess an IPE module named Project 35, which was offered to dental and dental technology students early in their undergraduate training as a precursor to a more comprehensive IPE curriculum in dentistry and dental technology. Leveraging positive behavior support (PBS) theory, Project 35 was devised as an innovation and entrepreneurship educational training framework. It used project-based learning to cultivate teamwork skills and to promote the professional development of dental and dental technology students. The pilot study was designed to present the IPE module and preliminarily assess its validity. In survey 1, which was conducted immediately after the course, the dental and dental technology students' self-reported skill acquisition and attitudes were assessed and compared. Survey 2, conducted 1 year after the course, focused on the comparative benefits of Project 35 training for dental technology students versus an untrained group. A total of 66 students, including 36 dental students and 30 dental technology students who had undertaken the training, were recruited. Project 35 training improved teamwork skills for students in both disciplines comparably, and the students recognized the training as highly valuable and effective. The mean values for all items indicating skills improvement of students ranged from 4.13 (SD 0.797) to 4.63 (SD 0.495) for dental students and from 4.13 (SD 0.869) to 4.74 (SD 0.619) for dental technology students. Among the dental technology students, the trained group showed greater independent and innovative approaches and was more optimistic about the future of the profession than the nontrained group (P<.05). Despite the small sample size, the validity of the Project 35 training system was evident, and the success of our pilot study provides a sound basis for the future development of IPE in clinical dental and dental technology education programs.

Exploring interprofessional collaboration in the intensive care unit

Background: Critical care units require an interprofessional management approach to optimise patients’ health. Clinical education and training delivered in remote healthcare settings are vital for fostering interprofessional collaboration (IPC) among health science students for future team functioning.Objectives: Our study explored the IPC among clinicians in the intensive care unit (ICU) setting at two South African decentralised clinical training facilities to understand the existing collaborative practices that students are exposed to during their clinical training.Method: A qualitative study design, utilising semi-structured interviews, was used to gather information on the experiences of 40 purposively selected participants working in the ICU settings at the two clinical sites. Data collected from the interviews were transcribed verbatim and thematically analysed.Results: Four major themes were identified from the data, namely, scope-of-practice dispute, teamwork disruption, organisational obstacles and future aspirations.Conclusion: Participants believed that a lack of professional regard by medical doctors and an inadequate understanding of the role of other professionals impeded appropriate referral practice and collaborative team functioning. Under-exposure to interprofessional education (IPE) at an undergraduate level and the pervasive medical hierarchy were perceived as a primary attributable cause of this phenomenon. Moreover, the coronavirus disease 2019 (COVID-19) pandemic and persistent staff shortages purportedly obstructed potential opportunities to collaborate in multidisciplinary meetings. Participants believed that improving undergraduate IPE and compulsory multidisciplinary meetings to promote communication would improve team functioning in these clinical settings.Clinical Implications: Undergraduate IPE is a feasible approach to improve collaborative care in ICUs to achieve better patient outcomes.

How simulated learning can support a more diverse inclusive society

Combinations of simulations and games provide learners with a virtual environment where they can immerse themselves in highly contextualised, work-related scenarios, encouraging experimentation and learning from mistakes without compromising the safety of real patients. This pilot study investigated how interactive online simulations supported students’ disciplinary knowledge, care of diverse patients, and the development of students’ professional attitudes and beliefs. Four urinary tract infection (UTI) scenarios (two involving Transgender patients) were delivered to medical and pharmacy students through an interprofessional-education (IPE) activity. Evaluation involved pre- and post-activity questionnaires. There were 26 participants (18 females/ 8 males; range: 18 – 36 years]), including 11 medical and 15 pharmacy students. We found statistically significant changes in self-reported knowledge, skills and confidence to manage UTI (all p&lt;0.001); competence to care for Transgender patients (2.21 vs. 2.74; p=0.001) and awareness of specific health needs of Transgender people (3.74 vs. 4.42; p=0.028). This pilot study demonstrated the potential of simulation-gaming platforms in evaluating and enhancing students' learning, offering a novel and sustainable approach to IPE. Simulations are a versatile teaching approach that can be adapted to promote cultural awareness and inclusivity across various fields in higher education.

Overcoming barriers and harnessing facilitators in the implementation of interprofessional education in pharmacy: insights and future directions

Abstract Introduction Interprofessional education (IPE) is increasingly recognized as vital for preparing pharmacy students for the collaborative demands of healthcare. Effective integration of IPE into pharmacy curricula not only aligns with educational standards but also equips students with essential skills for collaborative practice. However, the practical challenges and facilitators influencing the success of these initiatives remain underexplored. This systematic review aims to fill this gap by examining the real-world challenges and enablers encountered during the implementation of IPE within pharmacy education, drawing insights from existing literature and case studies. Aim This study seeks to identify key barriers and facilitators in the implementation of IPE among pharmacy educators and to propose strategies that can enhance the effectiveness and sustainability of IPE in pharmacy curricula. Methods This review was registered with PROSPERO (CRD42021244892) and included peer-reviewed articles published after September 2015 that discuss IPE implementation in pharmacy education. Relevant databases such as MEDLINE, CINAHL, PsycINFO, and Web of Science were meticulously searched in March 2021. The Kirkpatrick’s Evaluation Model (KEM) was utilized to assess the impact levels of IPE activities, focusing particularly on the qualitative aspects of implementation challenges and facilitators. Data extraction was performed, and the methodological quality of the studies was critically appraised using the Mixed Methods Appraisal Tool (MMAT). The research was approved by The University of Lincoln Ethics Approval System (LEAS), Research Ethics Committee on 15/02/2021 (Ref: 2021_5301). Results Fourteen studies met the inclusion criteria, showcasing a range of outcomes from successful to challenging implementations. The analysis identified several facilitators that contributed to successful IPE, including strong institutional support, active faculty engagement, and alignment of IPE activities with core curricular goals. Effective communication and ongoing professional development were also highlighted as critical. Conversely, significant barriers included logistical constraints, such as scheduling conflicts and resource limitations, resistance from faculty accustomed to traditional teaching methods, and a lack of standardized assessment tools to measure long-term outcomes of IPE initiatives. Discussion/Conclusion The findings underscore the complexity of implementing IPE in pharmacy education, pointing to the need for comprehensive strategies that address both pedagogical and logistical challenges. It is imperative that future IPE initiatives consider these factors to enhance the integration and sustainability of interprofessional collaboration in pharmacy training programs. Understanding the dynamics of implementing IPE within pharmacy curricula is crucial for fostering effective educational practices. This review not only sheds light on the current landscape of IPE implementation but also serves as a foundation for developing actionable strategies to overcome barriers and leverage facilitators. Future research should focus on longitudinal studies and innovative pedagogical models to bridge the gap between theoretical frameworks and practical execution, ensuring that pharmacy education remains responsive to the evolving needs of the healthcare sector. Reference 1. El Nsouli, Dayana, et al. “The application of Kirkpatrick’s evaluation model in the assessment of interprofessional simulation activities involving Pharmacy Students: A Systematic Review.” American Journal of Pharmaceutical Education, vol. 87, no. 8, Aug. 2023, https://doi.org/10.1016/j.ajpe.2023.02.003.

Needs assessment for interprofessional education module on prevention and early detection of oral cancer among dental interns: a cross- sectional survey

BackgroundThe challenges associated with ensuring widespread system changes to enable early diagnosis and prevention of oral cancer could benefit from interprofessional practice. A needs assessment study was conducted to inform the Interprofessional Education and Collaborative Practice (IPECP) course related to oral cancer. The primary objectives of this study were 1) to establish a tool assess the knowledge attitude and practice (KAP) related to prevention and early detection of oral cancer of health professional students, and 2) to assess the same KAP of pre-licensure dental students. Additional objectives were to consider the possibility that dental students would demonstrate good scores related to early detection and prevention of oral cancer thus indicating their readiness for interprofessional learning and collaborative practice.MethodsTwo questionnaires were utilized for this study which included 1) Readiness for interprofessional learning was assessed using the pre- validated tool of Readiness for Interprofessional Learning Scale (RIPLS) 2) A questionnaire to assess the KAP related to early diagnosis and prevention of oral cancer which was developed, validated, and evaluated. Statistical analysis includes, descriptive statistics, Mann–Whitney U test, Ordered logistic regression and Probit analysis. p value was set at < 0.05.ResultsA total of 130 dental students (74.6% female) were included in the study. Mean scores related to KAP were 15.96 ± 1.394, 4.70 + 1.146, 7.02 ± 1.019 respectively. The mean score of RIPLS was 73.15 ± 15.961. The probability of overall samples to have good RIPLS scores was around 0.68 to 0.76 (Male 0.68—0.82 & Female 0.68 -0.74). The percentage of students having good knowledge score was 93.8%, good attitude score was around 54.6% and good practice score was around 90%.ConclusionKnowledge and practice related to prevention and early detection of oral cancer were scored highly. Attitude scores were lower in a relatively higher proportion of participants and needed to be addressed in the curriculum. RIPLS score indicates a positive attitude towards interprofessional learning.

Interprofessional Education in Neurology Intensive Care Unit: Learning Activity for Students Completing Clerkships and Field Experiences.

Teaching learners the benefits and challenges of interprofessional collaborative practice (IPCP) in acute care is best done in the context of authentic patient care rather than classroom settings. Yet differing clinical schedules of students and faculty as well as structured, controlled environments of intensive care units are not conducive to bringing multiple interprofessional learners to the bedside. We developed a 2.5-hour interprofessional education (IPE) activity based around neurology intensive care unit patients that was implemented using team-based learning (TBL) methodologies, including individual/team readiness assessments (iRAT/tRAT) and application activities comprising interprofessional student-led care conferences in which authentic patients and their unique, deidentified clinical parameters were discussed. Students represented medicine, nursing, chaplain, physician assistant, social work, respiratory therapy, pharmacy, physical therapy, and law programs. Two hundred ninety-three students participated online during the first year. Mean tRAT scores were 14.9 points higher than iRAT scores (39.5 vs. 24.6 of 44 possible). There was strong agreement from students that the session met educational objectives (all >4.0 on a 5-point Likert scale). Individualized feedback was provided to learners using a rubric; 276 students shared personal reflections of knowledge learned through interactions with other health professional students/faculty. IPE activities that use authentic patient chart data as the basis for student application exercises are useful learning tools since students must teach and learn from each other, interpret data, and propose care plans based upon their collaborations. This enables students to experience acute care IPCP in a low-stakes environment.

Interprofessional Team Training With Virtual Reality: Acceptance, Learning Outcome, and Feasibility Evaluation Study.

Effective interprofessional teamwork is vital for ensuring high-quality patient care, especially in emergency medicine. However, interprofessional education often fails to facilitate meaningful interaction among health care disciplines. It is therefore imperative to afford early opportunities for cultivating interprofessional teamwork skills. While in-person simulation-based training has been shown to improve performance, this is resource-intensive, especially if it involves multiple professions. Virtual reality (VR)-based training is an innovative instructional approach that demands fewer resources and offers the flexibility of location-independent learning. This study aimed to develop and evaluate the acceptance, learning outcome, and feasibility of an interprofessional team (INTEAM) training course that included a VR simulation of a neurological emergency case. This 1-group study used a pre- and posttest design to evaluate the 2-hour INTEAM training course for nursing and medical students. The course included an e-learning part, VR simulation, and debriefing. The main learning objectives were derived from the entrustable professional activity 6, namely to handle a common problem in emergency medicine (headache due to subarachnoid hemorrhage and epileptic seizure) that requires interprofessional collaboration, including a structured handover. We used validated and self-constructed questionnaires, pre- and posttests, and open questions to assess the acceptance, learning outcome, and feasibility of the course. The data of 42 students (21 nursing and 21 medical students) were analyzed and showed good usability in the System Usability Scale (median 72.5, IQR 65-80). The perception of usefulness (median 6, IQR 5.8-6.9) and ease of use (median 5.9, IQR 5.1-6.3) was good among all students. There was a significant increase in the handover performance from pre- (median 8, IQR 6-9) to posttraining (median 8, IQR 7-9; z=-2.01; P=.045; r=0.33) and of the confidence in caring for patients with seizures (median 3, IQR 2-3 and median 3.5, IQR 3-4, respectively; z=-3.8; P<.001; r=0.60). In 67% (14/21) of the simulations, technical issues occurred, but all simulations could be carried out completely. The new INTEAM training course was well received by nursing and medical students. The handover skills and confidence in caring for patients with seizures were improved after the course. Despite technical challenges with the VR simulations, none required termination, and this demonstrates that our approach is feasible. These promising results encourage the use of VR simulations for team training in the education of nursing and medical students.

Teaming in Translation: training interpreting, medical, and midwifery students in simulated birth settings

This paper reports on the TeamTra – Teaming in Translation project, conceived in response to calls for improved training of both professional interpreters and healthcare providers. TeamTra is a cooperation among the Medical Faculty, the University Hospital, the Institute for Applied Linguistics and Translation Studies (IALT), and the Oriental Institute (OIL) at Leipzig University. The program is aimed at medical, midwifery, and interpreting students and draws upon interprofessional and simulation education models to provide students with a hands-on experience for different professions using simulated patient-physician/midwife encounters in maternal health. Special attention is devoted to cultural differences, varying degrees of health literacy and challenges of triadic communication. The course was carried out for approximately 80 students in the 2022/2023 winter semester and in the 2023 summer semester. This paper reports on the first year of the project, which included a pre-kick-off survey, a satisfaction survey, and feedback sessions.

Barriers perceived by university faculty in implementing interprofessional education: a scoping review protocol

Interprofessional Education (IPE) enhances collaboration among health professionals and improves patient care. Despite its benefits, university implementation of IPE is limited due to various barriers perceived by faculty members. Identifying these barriers is crucial for developing strategies to integrate IPE into higher education curricula. This scoping review protocol outlines a study to map and synthesize literature on barriers perceived by university faculty in implementing IPE, aiming to inform future interventions and research. Following the Joanna Briggs Institute methodology and adhering to PRISMA-ScR guidelines, a comprehensive search will be conducted across databases including PubMed, Embase, CINAHL, Scopus, Web of Science, and Google Scholar without time restrictions. All types of publications focusing on faculty-perceived barriers to IPE will be included. Data extraction and analysis will involve thematic synthesis and advanced topic modeling using the OCTIS framework to identify key themes and patterns. The review will provide an overview of the types of barriers faced by faculty, their causes, and proposed strategies to overcome them, offering valuable insights for enhancing IPE integration in university settings.•The scoping review will map existing literature on faculty-perceived barriers to implementing Interprofessional Education.•Advanced topic modeling with the OCTIS framework will be utilized to analyze and synthesize findings.•The outcomes aim to inform strategies for effective IPE integration in higher education curricula.

Click and learn: a longitudinal interprofessional case-based sepsis education curriculum

BackgroundSepsis is a global healthcare challenge and a leading cause of morbidity and mortality. In the USA, the Centers for Medicare & Medicaid Services has integrated the Severe Sepsis and...

Destination Collaboration: Building an Interprofessional Preceptor Education Program.

Destination Collaboration: Building an Interprofessional Preceptor Education Program.

Implementing and Evaluating a Pilot Interprofessional Training Program to Engage Health Care Teams in Cost of Care Conversations.

This study evaluated the impact of Financial and Insurance Navigation Assistance-Training - a pilot interprofessional training program to facilitate cost of care (CoC) conversations and address health-harming social determinants of health in a pediatric hematology-oncology clinic. A pre-post study design was used to evaluate the impact of Financial and Insurance Navigation Assistance-Training on an interprofessional health care team's (clinicians, social workers, financial navigator, and legal advocates) knowledge, attitudes, and behaviors related to CoC conversations and screening, referring, and collaborating with interprofessional team members. Data were collected via surveys administered at baseline/pretraining, immediate post-training, and 12-month post-training. Most health care team members (n= 21) reported improvement in their knowledge of available financial (66.7%) and legal resources (86.7%) and ability to address social needs (93.3%), financial needs (93.3%), and facilitate CoC conversations with patients and caregivers (66.7%). Improvements in attitudes and behaviors toward engaging in CoC conversations, screenings, and referrals were relatively improved as a result of the training. However, there was a lower positive rate for actual behaviors around routine screening and initiating discussions on out-of-pocket costs, suggesting a need to address barriers. Study findings highlight the importance of interprofessional education in helping health care teams address social determinants of health through effective CoC conversations.

Prevalence of nursing theory citations in non-nursing publications

It is not currently known how often nursing theory is cited in non-nursing publications. The purpose of this study was to document citations of five nursing theories in non-nursing publications, including author discipline, type of publication, and publication discipline. Leininger, Pender, Parse, and Orem were most often cited in research articles, and Watson was cited more frequently in books. Over 75 non-nursing disciplines cited nursing theories and were consolidated for reporting purposes. Nurse scholars can use these findings to improve interprofessional education and practice and further develop and disseminate nursing knowledge.

What about us?: a call to include oral health professions within interprofessional education for collaborative practice

ABSTRACT Interprofessional collaboration (IPC) among the health professions is recognised as a vital component of efficient health systems and comprehensive healthcare teams. Interprofessional education for collaborative practice (IPECP) is foundational for health professional students to gain an understanding of professional roles, responsibilities, and the value of other professions to patient care. Oral health professionals are highly skilled and knowledgeable experts who recognise the oral-systemic health link. However, they have been largely excluded from, and underutilised within primary healthcare settings and interprofessional teams. Given that oral health is a key indicator of overall health and wellbeing, there is a need mobilise oral health professionals within primary healthcare practice. Yet, advancements for IPECP in oral health education face significant barriers which impede the integration of the oral health professions within interprofessional teams. Collaborative approaches across health programmes to devise intentional, authentic, and transformative strategies for IPECP are needed to bridge gaps in patient care and to dismantle problematic perceptions of ‘oral health’ as distinct from overall health and wellbeing in contemporary healthcare practice.

Increasing Interprofessional Education Experiences and Collaboration: Outcomes of a Virtually-Based Continuing Education Program

PurposeAn academic medical center implemented a yearlong virtual continuing education program to prepare health professions educators to develop, deploy and evaluate new interprofessional educational experiences for providers and learners. Materials and MethodsPrimary program outcome measures were the number of participants who (1) completed the program, (2) presented a medical education topic to program participants, and (3) designed an interprofessional educational experience in collaboration with fellow participants or colleagues. Participation outcomes were measured by session attendance and completion of presentations on the medical education topic and designed interprofessional educational experience. Surveys administered at 3 time points assessed participants’ perceptions of the program. Changes in knowledge, skills, and attitudes were analyzed using paired t-tests. ResultsNineteen participants (100%) from 7 professions achieved the primary program participation outcomes and met their own goals. There were statistically significant increases in knowledge and skills at the end of the program. High rates of implemented interprofessional educational experiences (57%) were reported one year after program completion. Participants also identified program strengths and areas for improvement. ConclusionsLongitudinal continuing education programs in virtual formats can support both individuals and teams of educators in their own professional development and in designing interprofessional education experiences.

Students Perception on Soft Skills in Faculty of Medicine, Universitas Swadaya Gunung Jati, Cirebon, Indonesia

Background: Soft skills is important attributes of professionalism in the practice of medicine. Soft skills to be known as person's ability beyond knowledge, intelligence, or competence. Faculty of Medicine in Universitas Swadaya Gunung Jati, Cirebon, Indonesia, has used various learning methods to support students' skills, allowing students to have different perspectives in understanding soft skills. Aims: To identify the perception of medical students at Faculty of Medicine, Swadaya Gunung Jati University, in the pre-clinical stage towards soft skills. Methods: This was an observational descriptive study. Respondents were selected using Stratified Random Sampling techniques, sample size was 262 respondents were obtained from semester 2, 4, 6 and 8. This study used primary data with 42 statement items with univariate analysis. Results: From 262 respondents, of 93.1% students (244) have a good perception of the definition of soft skills. As many as 50.4% (123) of 262 respondents have a good perception of time management. As many as 81.3% (213) of 262 respondents have a good perception of critical thinking. 73.7% (193) of 262 respondents have a good perception of teamwork. As many as 87.4% (229) of 262 respondents have a good perception of public speaking. Conclusion: This study showed medical student perception of soft skills regarding definition, time management skills, critical thinking, teamwork, and public speaking had a good perception. In the future, Faculty needs to provide space for students to develop these soft skills through training or interprofessional education and other programs. Received: 10 September 2024 | Reviewed: 16 October 2024 | Revised: 23 October 2024 | Accepted: 31 October 2024.

Oral health knowledge, attitudes, and practices among female public health and nutrition university students in Qatar.

The present study aimed to determine oral health (OH) related knowledge, attitudes, and practices among Public Health (PH) and Nutrition (NU) students at Qatar University. A cross-sectional study was conducted using a pre-validated questionnaire comprising 36 items covering demographics, knowledge, attitudes and perception of oral health practices. Data were analyzed descriptively (means, standard deviations, proportions) and inferentially using statistical tests including t-tests for comparing means, and chi-square tests for examining associations between categorical variables. A total of 112 female undergraduate students participated, including 41 from PH and 71 from NU programs (response rate for both courses = 59.5%). The mean age was 21.8, while 23% were Qataris and 77% non-Qataris. Overall, students demonstrated good knowledge of OH (67.65%), with the PH group scoring higher (70.7%) than NU (65.35%). Knowledge regarding dental plaque was low for both groups (31.0%). Attitudes toward OH varied among participants. Most students reported practicing brushing with fluoridated toothpaste and demonstrated high knowledge regarding the association between poor OH and general health (95%). Overall, PH and NU undergraduate students exhibited relatively good knowledge of OH, however, demonstrated a range of attitudes and practices, including suboptimal ones. Integration of OH education into the PH and NU curriculum is warranted, along with enhanced interprofessional education to promote self-awareness and improve patient oral health outcomes.