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Breaking down barriers: multidisciplinary education model
Lary, Marvis J. Lavigne, S.E. Muma, Richard D. Jones, S. Hoeft, H.J.
Lary, Marvis J.
Lavigne, S.E.
Muma, Richard D.
Jones, S.
Hoeft, H.J.
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1997
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Lary MJ, Lavigne SE, Muma RD, Jones SE, Hoeft HJ. Breaking down barriers: multidisciplinary education model. Journal of Allied Health. 1997;26[2]:63-69
Abstract
A pilot project was implemented involving students from three disciplines: dental hygiene, physical therapy, and physician assistant. The purpose was to prepare students to work together in multidiscipline teams utilizing concepts of problem-based learning (PBL) on both simulated and real patients. The project was divided into three phases. Phase I introduced discipline specific information, team concepts, and PBL concepts. Phase II involved students working in multidisciplinary teams solving a simulated patient case in the PBL format. Phase III consisted of students working in small groups and on real patients, performing an extraoral/intraoral and periodontal examination, a problem oriented physical examination, and a neuromuscular assessment. Pre and posttest evaluation of Phase I revealed no difference in knowledge among the three disciplines. Of those students evaluating Phase II and III, 100% felt PBL was an effective means of presenting multidisciplinary material; 93% reported enhanced problem-solving; 98% indicated improvements in working in groups; and 98% felt they had learned more about each other's discipline. This model may provide a viable means to prepare interdisciplinary teams to work effectively together.
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Association of Schools of Allied Health Professions
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Journal of Allied Health;26[2]:63-69
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0090-7421