European journal of dental education : official journal of the Association for Dental Education in Europe · 2026
Setting the Stage for Change: A Co-Produced, Interprofessional Forum Theatre Simulation Addressing Oral Health Inequalities in People With Intellectual Disabilities.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Edgar Hannelie, McMeel Ailish, McWilliams Gerard, Gormley Gerard, Adams Vicky
Аннотация
BACKGROUND: Adults with intellectual disabilities experience disproportionately high rates of untreated dental caries, periodontal disease, and edentulism compared to the general population. In recognition of the importance of interdisciplinary working to address these inequalities, researchers from the Schools of Dentistry and Nursing and Midwifery, Queen's University, Belfast, developed a novel interprofessional education (IPE) activity.
AIMS: This paper seeks to support healthcare educators to implement interprofessional forum theatre for dental and intellectual disability nursing students.
METHODS: This paper explores the methodology behind a mixed-methods study evaluating the use of forum theatre as an interprofessional teaching tool. 18 undergraduate dental and intellectual disability nursing students participated in the IPE activity, contributing quantitative and qualitative data through questionnaires and reflective feedback.
RESULTS AND CONCLUSION: Key elements for effective interprofessional forum theatre include aligning distinct professional learning objectives, co-production with individuals with intellectual disabilities, and grounding the activity in transformative learning theory. The workshop significantly improved students' knowledge, understanding, and confidence in caring for adults with intellectual disabilities in the dental system.
AIMS: This paper seeks to support healthcare educators to implement interprofessional forum theatre for dental and intellectual disability nursing students.
METHODS: This paper explores the methodology behind a mixed-methods study evaluating the use of forum theatre as an interprofessional teaching tool. 18 undergraduate dental and intellectual disability nursing students participated in the IPE activity, contributing quantitative and qualitative data through questionnaires and reflective feedback.
RESULTS AND CONCLUSION: Key elements for effective interprofessional forum theatre include aligning distinct professional learning objectives, co-production with individuals with intellectual disabilities, and grounding the activity in transformative learning theory. The workshop significantly improved students' knowledge, understanding, and confidence in caring for adults with intellectual disabilities in the dental system.