Interprofessional Education Improves Understanding of Aspiration Pneumonia Risk Factors and Interprofessional Competence Among Dental Hygiene and Speech-Language Pathology Students.

PURPOSE: Poor oral health and oropharyngeal dysphagia are modifiable risk factors for aspiration pneumonia. Dental hygienists (DHs) and speech-language pathologists (SLP) provide specialized services to individuals with these issues and may benefit from interdisciplinary knowledge in these areas. The objective of this study was to assess how an interprofessional education (IPE) event influenced students' knowledge and competence in working with individuals at risk for aspiration pneumonia.

METHOD: The current study was a prospective, within-subjects cohort design. Participants included speech-language pathology and dental hygiene students (N = 52). The 3-hr IPE event provided didactic and hands-on training that focused on the modifiable risk factors for aspiration pneumonia. Outcomes were assessed with a content assessment, the Interprofessional Education Collaborative (IPEC) Competency Self-Assessment Tool (Version 3), the Interprofessional Attitudes Scale (IPAS), and written feedback.

RESULTS: Students scored significantly higher on the content assessment following the IPE event than at baseline. Ratings on the IPEC Interprofessional Interaction and the Interprofessional Values domains significantly increased following the IPE event, but their IPAS scores did not differ. Three themes emerged in students' written feedback, including: appreciation for an interactive and hands-on educational experience, growth through interprofessional content exploration, and desire for expanded interprofessional opportunities. Students particularly appreciated the hands-on activities (e.g., providing oral care, observing an endoscopy of the upper airway).

CONCLUSIONS: The IPE event enhanced the interprofessional knowledge and short-term perceived competence of the student clinicians. Long-term interprofessional competence may be best supported by integrating IPE programmatically into academic curricula and assessing outcomes with longitudinal, behavior-based evaluations.