Keywords: interprofessional education, general practice, dentistry, undergraduate medical education, collaboration

Background:

Evidence highlights the importance of collaboration between general practitioners and dentists, which remains rare in routine care in Germany. To promote future collaboration and mutual understanding, a new interprofessional course was implemented at Leipzig University, combining blended learning, patient-based practical assignments, and a joint dental clinic session with work shadowing, supervised peer teaching and problem-based case learning.

Research questions:

What impact does the interprofessional course have on medical and dental students’ (MS, DS) knowledge, self-assessed skills, attitudes towards future collaboration, and course acceptance?

Method:

During the 2024/2025 academic year, fourth-year MS and fifth-year DS at Leipzig University participating in the new course were surveyed online using a pre-post design (intervention group). Students at two other universities (Halle-Wittenberg, Rostock) without comparable courses served as a comparison group. Quantitative statistical analyses were complemented by qualitative methods (free-text, participatory interpretation of results in focus groups).

Results:

A total of 579 students completed the evaluation (intervention group: n = 306 [266 MS, 40 DS]; comparison group: n = 273 [203 MS, 70 DS]), with response rates ranging from 73.3% to 95.8%. Post-test knowledge scores showed a significant but moderate increase compared with both pre-test scores and the comparison group, particularly regarding relevant medication side effects. Self-assessed practical skills improved significantly, e.g. oral examination among medical students and blood glucose measurement among dental students. Agreement with statements related to interprofessional collaboration was significantly higher post-intervention than at baseline or in the comparison group. Students particularly valued the mutual exchange and insights into each other’s professional roles. The majority supported permanent implementation of the course (90.2% MS, 97.5% DS).

Conclusions:

The interprofessional course was highly accepted and associated with improvements in collaborative knowledge, skills and attitudes among medical and dental students. Such educational approaches may contribute to strengthening future collaboration between general practice and dentistry and warrant consideration in undergraduate curricula.

Points for discussion:

1. How is collaboration between general practitioners and dentists perceived in your country or other European countries, and how is this topic addressed in education and training?

2. How do you assess the potential of (early) interprofessional learning experiences to strengthen future collaboration between general practitioners and dentists?

3. Interprofessional undergraduate education is established to varying degrees across Europe—should it be promoted, and if so, how?