The topic that I have chosen for my patchwork reflection is teamwork within my practice environment. To maintain confidentiality, all names of instructors, peers, and clients mentioned will be replaced by pseudonyms. The 5th Edition of the Darby and Walsh Dental Hygiene Theory and Practice textbook explores the collaborative practice model, wherein dental hygienists, dentists, and/or other healthcare professionals work as equals in a clinical setting to treat clients holistically and effectively.¹ In my reflections spanning the last 7 months, a recurring theme has emerged regarding the significance of interprofessional relationships and the mutual exchange of knowledge and services. I have developed a strong reliance on my peers within my cohort, as well as upperclassmen and faculty, for both academic and professional support. The clinic support has proven to be immensely beneficial, notably during the assessment phase of our client treatments. Furthermore, I am often able to find a classmate possessing the knowledge or expertise I lack to assist me with treatment methods, Axium charting, Romexis documentation, PPE, chitting from dispensary, impression cast pouring and trimming advice or other resources. Following the opening of our practices in late January, we established a spreadsheet within the Microsoft Teams Year 2 folder to manage radiation exposure requests, as second-year students are not yet authorised to perform exposures independently. The “TBC: On The Run” modules supplied as resources within Professor Novak’s Behavioral Sciences Canvas course shell provided valuable insights into interprofessional practices, teamwork, workplace professionalism, and a range of other topics that expanded my horizons in dental hygiene as I began accepting new clients into my practice. This includes, but is not limited to, an introduction to interprofessional curriculum and education via the Canadian Interprofessional Health Collaborative (CIHC) framework, funded by Health Canada.^2,3 One of the first clients I took on, whom I will refer to as Erika Mustermann, was a more complex case for which many referrals were made. Mrs Mustermann’s furcation was initially classified as class I, then reclassified as class III. It was later determined to be a class II furcation on the cusp of evolving into a class III as it possessed characteristics of both classes, and thus would be technically correctly charted in either class. This experience presented valuable learning opportunities, facilitated by the diverse perspectives of my instructors whom I regularly consult for guidance on techniques, demonstrations, and general inquiries. Additionally, the client’s referral necessitated a preliminary prosthodontist consultation on-site, as well as radiographs taken and interpreted by a dentist on the floor. During these clinic sessions, I also encountered technical challenges in the operatories, requiring multiple calls to Clinic IT for assistance. Upon fulfilment of chart audit requirements following the client’s departure, I further recognized the collaborative effort that resulted in the completion of her hygiene care. This included significant contributions from the prosthodontist, dentist, my upperclassmen, assisting instructors who provided guidance and support for improvement, dispensary staff, clinic IT personnel, and other team members. To surmise the above reflection, I’ve learned over the course of the 2023/2024 academic year and 2nd term in particular, that the fostering of robust interprofessional relationships is integral to maintaining a cohesive team framework, which is paramount in the delivery of comprehensive client-centred care.

References

1. Bowen D, Pieren J. Section I: Conceptual Foundations. In: Darby and Walsh Dental Hygiene: Theory and Practice. 5th ed. Maryland Heights, MO: Elsevier; 2020. p. 6–7.
2. Canadian Interprofessional Health Collaborative. A National Interprofessional Competency Framework [Internet]. Health Canada; 2010 [cited 2024 Mar 17]. Available from: [https://health.ubc.ca/sites/health.ubc.ca/files/documents/CIHC_IPCompetencies_Feb1210.pdf].
3. Canadian Interprofessional Health Collaborative. CIHC National Competency Framework Quick Reference Guide | Guide de référence rapide du Référentiel national de compétences du CPIS [PDF] (Anglais) [Internet]. 2010 [cited 2024 Mar 17]. Available from: [https://www.cihc-cpis.com/publications1.html].

^[1] Bowen D, Pieren J. Section I: Conceptual Foundations. In: Darby and Walsh Dental Hygiene: Theory and Practice. 5th ed. Maryland Heights, MO: Elsevier; 2020. p. 6–7.

^[2] Canadian Interprofessional Health Collaborative. A National Interprofessional Competency Framework [Internet]. Health Canada; 2010 [cited 2024 Mar 17]. Available from: [https://health.ubc.ca/sites/health.ubc.ca/files/documents/CIHC_IPCompetencies_Feb1210.pdf].

^[3] Canadian Interprofessional Health Collaborative. CIHC National Competency Framework Quick Reference Guide | Guide de référence rapide du Référentiel national de compétences du CPIS [PDF] (Anglais) [Internet]. 2010 [cited 2024 Mar 17]. Available from: [https://www.cihc-cpis.com/publications1.html].