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Welcome back! Let's talk about collaboration - we need it! Recently, I graduated with my Bachelor’s Degree in Dental Hygiene, now it is time to put it to work! Teaching has always been a huge part of my life - I used to teach classes in music, theater, and set design for middle and high school students, while contributing at a high education level as well both performing and design components. Hands on is the way to be for me! Now, I’m bringing that same creative, energetic approach into healthcare education! I love seeing students light up when they “get it,” especially when they’ve struggled. My personal challenges with ADHD and dyslexia have only deepened my commitment to meeting learners where they are - because everyone deserves to feel heard and supported. I believe in honesty, empathy, and being an open book. If experiences I have from the past may help the betterment of a patient or student with their personal life struggles, it is worth helping every time and having those conversations. Goals to come: My heart is on fire with future goals!
The Power of Interprofessional Relationships in Dental Hygiene Education and Practice When I first began my dental hygiene journey, I knew collaboration mattered but I did not yet realize just how transformative interprofessional relationships could be in clinical education and practice. This course not only reinforced that belief but also helped me develop a deeper understanding of how integrating dental hygiene with other healthcare disciplines can create a ripple effect that improves patient outcomes, elevates educational experiences, and nurtures professional growth. In clinical learning environments, we are trained to be precise, advocate, and skilled but it does not happen alone. This takes teamwork, consultation, and open lines of communication with colleagues in nursing, medicine, nutrition, behavioral health, pharmacy, and beyond. Interprofessional collaboration does not just mean working next to another provider, it means working with them. Whether I was creating a clinical skills rubric or leading a peer through a radiographic technique lesson, I was actively building the communication skills that would be used with medical colleagues in real-world scenarios. Teaching my students in a step-by-step format and providing constructive feedback allowed me to mirror the collaborative spirit where shared expertise and respectful dialogue can turn a good patient outcome into a great one. I was especially impacted during our student education assignments, where it became clear how many behind-the-scenes elements go into preparing clinicians. From rubric development to feedback strategies and learning theory, these activities strengthened my appreciation for the depth of work instructors do to align clinical practice with educational excellence. It is easy to overlook how grading criteria, verbal cues, and even peer review sessions all tie into interprofessional competence. Why It Matters for Patient Care Multiple studies confirm that effective interprofessional collaboration improves diagnostic accuracy, reduces redundancy, and helps patients follow through with treatment (World Health Organization [WHO], 2010). One powerful example we discussed was the relationship between diabetes and periodontal disease. If a hygienist, physician, and dietitian work together, the patient receives more holistic, informed care - because each provider brings a unique lens. For example, a physician might treat the systemic inflammation, while the hygienist manages oral inflammation and provides hygiene counseling, and the dietitian supports nutritional change. Alone, we each have a piece. Together, we complete the puzzle. Interprofessional Learning Enhances Clinical Knowledge Through this course, I also gained a greater appreciation for the idea that learning itself is enhanced by interprofessional education. One study by Bridges et al. (2011) showed that students trained in interprofessional settings had higher levels of empathy and clinical reasoning. As someone training to be both a clinician and an educator, I see this as a win-win. We are not just preparing students for clinic – we are preparing them to be future collaborators who can communicate across disciplines. Implementing interprofessional rounds or case reviews - even in educational simulations - force you to think more critically. You are not just worried about probing depths; you’re thinking about HbA1c levels, medication interactions, and cardiac implications. This holistic mindset makes us more thorough, and ultimately, more effective providers. Assessments are required throughout programs to assure quality clinical care is being achieved, such as this one created below. Looking Ahead I am excited to bring this mindset into my future roles whether that be practicing chairside, teaching in clinic, or developing outreach programs in rural communities. My passion lies in making care accessible and creating relationships that bridge gaps in the system. Interprofessional collaboration is at the heart of that mission. This course has helped me grow not only as a clinician, but as a communicator, educator, and advocate for integrated care. We do not need to do it all alone and we are not meant to. The best patient care happens when we listen, learn, and work together. References Bridges, D. R., Davidson, R. A., Odegard, P. S., Maki, I. V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical Education Online, 16(1), 6035. https://doi.org/10.3402/meo.v16i0.6035 World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice Institute of Medicine. (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. National Academies Press. https://doi.org/10.17226/21726
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