Effects of the Interprofessional Work Simulation on reducing status-inequality

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review


Background - Dentistry and Dental Hygiene are considered to have inequality in status. Status-inequality may be reduced by interprofessional education, which might enhance the willingness of dental and dental hygiene students to redistribute tasks. The purpose of study was to evaluate a simulation developed to reduce status-inequality and enhance task redistribution.

Methods - Eighteen teams of 4 to 5 dental and dental hygiene students participated in an interprofessional work simulation (IWS) during a period of two weeks. A pretest-posttest design was applied to analyze the impact of the IWS. Items addressing status-inequality and task redistribution were measured on a 5-point-scale. Task redistribution included eleven predefined tasks. Data were analyzed with a paired t-test.

Results - The response was 78% (n=61). Status-inequality was significantly reduced after the IWS (Mean=.22 ± .79, p=.036). Task redistribution had increased with regard to two of the eleven predefined tasks, i.e. teeth cleansing (t=-2.99, df=58, p=.004) and local anesthesia (t=2.08, df=58 ,p=.042). Teeth cleansing became a more distinctive dental hygiene task, while local anesthesia became a more shared task. All results were based on responses of both dental and dental hygiene students. When both groups were compared, no significant differences were found between dental and dental hygiene students with regard to reduction of status-inequality and enhanced task redistribution.

Conclusions - The IWS reduces status-inequality and enhances task redistribution, although only two out of 11 tasks were redistributed. Future research must clarify if the effects of the IWS on status-inequality and task redistribution remain unchanged and if an extended version will reveal greater effects.
Original languageEnglish
Title of host publicationCollaborating Across Borders IV (CAB IV): Transformative Change from the Classroom to Practice
Subtitle of host publicationPeer Reviewed Abstract Booklet
Place of PublicationVancouver, BC, Canada
Publication statusPublished - 2013

Cite this