Intraprofessional, Team‐Based Treatment Planning for Oral Health Students in the Comprehensive Care Clinic

In 2009, Griffith University School of Dentistry and Oral Health, in Queensland, Australia, introduced into its various curricula the concept of team‐based treatment planning (TBTP), aiming to facilitate intraprofessional, interdisciplinary training and peer learning among its students. Fifty student teams were organized, each of which included students from three programs (Dental Science, Oral Health Therapy, and Dental Technology) and three years of study (third‐, fourth‐, and fifth‐year students). This study prospectively evaluated the impact of TBTP on students' perceptions and attitudes towards teamwork and their role in a team of peers. A total of 202 students who participated in fifty TBTP teams were prospectively surveyed at baseline and at six and twelve months after introduction of TBTP. “Reliable” and “responsible” were reported to be the most important qualities of both an effective team leader and member. Fifth‐year students identified “hard‐working” as an important quality of the ideal leader as opposed to the fourth‐year students who ranked “supportive” higher. Attitudes of the fifth‐year students towards TBTP appeared to have declined significantly from the previous years, while fourth‐year students remained consistently more positive. In addition, fourth‐year students appeared more likely to enjoy working in a team and considered themselves more effective in a team. No gender differences were observed, other than female students' appearing less confident to lead a team. It was concluded that the function of student‐directed interdisciplinary, intraprofessional treatment planning teams might pose disproportionate strain on fifth‐year students, impacting their attitudes to such modes of work.