1. Interdisciplinary

3. Streamlines & Simplifies

4. Safeguards Patient’s Interest

6. Interdisciplinary Approach Role in Prosthodontic Education Dr
Interdisciplinary Approach Role in Prosthodontic Education Dr. Kamal Shigli Professor& Head, Department of Prosthodontics, Bharati Vidyapeeth Deemed University Dental College, Sangli, Maharashtra

7. Introduction
WHO defines ‘interprofessional education’ (IPE) (also known as interdisciplinary education) as “the process by which a group of students or workers from the health-related occupations with different backgrounds learn together during certain periods of their education, with interaction as the important goal, to collaborate in providing promotive, preventive, curative, rehabilitative, and other health-related services.”

8. The inclusion of interprofessional education (IPE) ,that is, opportunities for students from different health professions to learn ‘with, from and about each other, with the aim of promoting collaborative practice and improving patient care’, has created a significant shift from previous discipline-centric practice and teaching.

9. In the undergraduate dental curriculum students in the third and fourth years are divided into small groups which complete rotations in various clinical departments.

10. Poorly prepared to recommend comprehensive treatment planning.

11. In most dental institutes, students are not trained to treat the patient comprehensively.

12. Unidisciplinary Multidisciplinary Interdisciplinary
Roblee separated the various levels of dentofacial therapy into three main categories:
Each approach varies in terms of the degree of sophistication and degree of success..
Unidisciplinary
Multidisciplinary
Interdisciplinary

13. Unidisciplinary Dentistry
Unidisciplinary dentistry involves little or no collaboration and quite often an ignorance about other disciplines.

14. Multidisciplinary dentistry
Multidisciplinary dentistry involves the awareness of other dental disciplines. However, there is unstructured collaboration between general dentists and specialists and they do not necessarily share common treatment goals.
Multidisciplinary dentistry

15. "Unstructured" refers to each provider doing their specialty, but they do not consult with the treatment providers and so the execution and end results might not lead to the best treatment of what the patient desires.

16. Interdisciplinary dentistry
Interdisciplinary dentistry involves a structured collaboration between restorative dentists and specialists involved in patient treatment; furthermore, there is a common working knowledge between all parties.
Interdisciplinary dentistry

17. "Structured collaboration" refers to all the treatment providers working together in harmony. The planning and execution of the treatment is structured and discussed together and the vision is the same.

18.   Interdisciplinary collaboration of dental specialists and allied health professionals has become essential for better treatment outputs.

19. Interdisciplinary planning linking oral care, tooth conservation, periodontics, oral surgery, restorative dentistry with orthodontics establishes a common goal that benefits patient care.

20. We can use the various disciplines in dentistry to deliver the highest level of dental care to each patient.

21. Multidisciplinary consultation during treatment planning and the coordination and appropriate timing of the subsequent interdisciplinary dental care enables us to provide the optimum care.

22. For instance, orthodontic intervention is often overlooked.

23. Often, crown-lengthening procedures are necessary.

24. Optimal success in cosmetic dentistry comes not from individual effort, but from a collaborative team effort.

25. The complex nature of temporomandibular disorders (TMD) and orofacial pain requires a team approach.

26. Patients with maxillofacial defects can be given a better quality of life with an interdisciplinary approach.

27. A team approach to the management of patients who require implant dentistry allows more ideal restorations to be developed.

28. A collaborative relationship between prosthodontists and dental technicians can greatly improve the esthetic and functional results of restorations.

29. Understanding of the roles of these various disciplines in producing an esthetic makeover, with the most conservative and biologically sound interdisciplinary treatment plan possible.

30. The restorative dentist has an obligation to visualize the endpoint to completion and coordinate the team to achieve the desired outcome.

31. Peter Dawson has said: “to have an accurate starting point, every problem to long term health must be recognized…..planning the complete process to a visualized end point should come first.”

32. It is critical for all members of the interdisciplinary team to have a working knowledge of what others are doing and provide structured collaboration to achieve the desired occlusion, function, and esthetics.

33. Communication and rapport among the specialists is the key to the success of the final outcome.

34. Therefore the present study was carried out with an aim to assess the perception and knowledge towards interdisciplinary dentistry among the dental interns.

35. Materials and Method The study was conducted on 117 interns in Sangli-
67 interns from Bharati Vidyapeeth Deemed University Dental College and Hospital and
50 interns from Vasantdada Patil Dental College and Hospital.

36. Inclusion criteria was both genders, and all ages of interns.
Inclusion Criterion
Inclusion criteria was both genders, and all ages of interns.

37. Exclusion criterion
There was no exclusion criterion, besides unwillingness to participate.

38. The study instrument used was a structured self-administered closed-ended questionnaire to assess the perception and knowledge of dental interns towards interdepartmental coordination for successful prosthodontic treatment.

39. Questionnaire
Part A comprised of 4 questions related to perception of dental interns towards interdisciplinary approach in prosthodontics (options yes/no).
Part B comprised of 20 questions related to knowledge of dental interns towards interdisciplinary treatment modalities in prosthodontics .

40. Methodology Designing of the study Ethical clearance
Framing the closed-ended questionnaire
Content validity of the questionnaire
Written consent
Feasibility of the study- pilot study
Main study

41. Each “correct” answer to a question was awarded one point while an “incorrect” response was given zero.
Questions that were not answered were given zero points.
Questionnaires with overwriting were disqualified for analysis.

42. Results and Discussion

43. Ideally, when assigned a patient, a student should evaluate the whole mouth and overall health and should come up with both ideal and alternative treatment plans.

46. Treatment planning may be most effectively taught using an interdisciplinary approach and not merely within the confines of specialty departments.

47. Interdisciplinary teaching prepares students for higher order cognitive skills such as problem-solving and critical thinking better than a traditional teaching approach.

48. Interdisciplinarity may promote learning by:
motivating students towards the goal of learning
developing multiple perspectives
encouraging more effective thinking
engaging students’ prior knowledge and experience

49. The interdisciplinary case based teaching would increase students' appreciation of the complexity of patient care.

50. Students should be educated and made aware of various treatment options for a single case.

51. Dental education faces a number of challenges in its efforts to train dental graduates who will interact and be understood by other professionals.

52. Oral healthcare is becoming more demanding with the “graying” of communities and with the increasing complexity of care required.

53. Many dental students do not choose additional formal training beyond their dental school program, so adequate training to interact with other professionals.

54. Students of tomorrow must be prepared to face the unique challenges to treat patients with special needs.

55. Medical and dental education must develop a core curriculum that all students could share.

56. Conclusion
Majority of dental interns perceived that they lacked training in interdisciplinary approach, curriculum should include interdisciplinary approach and specialist from different specialties should be posted in one interdisciplinary department.
2. Most of the interns were not confident in
comprehensively treating a patient.

57. Conclusion Crowning of endodontically treated tooth
Completely edentulous patient with prominent genial tubercle
Spaced anteriors
Conclusion

58. Conclusion Conclusion
3. If the knowledge of the dental students was less with the simple above mentioned specialty treatments, the management of complex clinical conditions would be difficult.

59. Conclusion
Hence, it is suggested that interdisciplinary approach towards management of patients, from the undergraduate level is very essential.

60. Recommendations
1. Interdisciplinary training that considers treating the patient as a whole or comprehensively is required.

61. Recommendations
2. Interdisciplinary approach with specialists from various disciplines of dentistry is necessary for the extensive rehabilitation of complex cases. A separate panel of specialists may be formed in every dental institution to undertake the above mentioned task.

62. Recommendations
3.The importance of follow-up care needs to be emphasized as it gives an opportunity for the student to longitudinally observe and evaluate his/her own work over a course of time.

64. Recommendations
4. The importance of ‘Interdisciplinary Education’ must be conveyed to the Dental Faculty.

65. Recommendations
5. Changes in the curriculum to stress ‘Interdisciplinary Approach’ should be carried out.

66. Recommendations
6. Journals available for interdisciplinary education need to be increased.

67. PRACTICE ‘TEAM APPROACH’ TO DELIVER QUALITY CARE

68. References
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69. References
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70. References
12.VaralloMT.The interdisciplinary approach: committing your practice to optimal patient care. Dent Today Jul;27(7): Elangovan S, Allareddy V, Singh F, Taneja P, Karimbux N. Indian dental education in the new millennium: challenges and opportunities . J Dent Educ Sep;74(9):

71. Acknowledgement
Faculty members who participated in the content validity of the questionnaire.
Interns who participated in the study.
Dr Neha Agrawal , Dr Pradnya Hedge and Dr Mamata Hebbal Department of Public Health Dentistry .
Dr. N.S. Azhagarasan, Dr Gunnar Carlsson ,Dr Suresh Sajjan, Dr Chandrashekharan Nair ,Dr Gopichander and Dr.
N. Sridhar Shetty Department of Prosthodontics and Dr. B. Sivapathasundharam Department of Oral Pathology.

72. Thank you!