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Abstract Objectives The interruption to clinical professions’ instruction due to closures from the coronavirus disease 2019 pandemic posed a significant hurdle to clinical education and presented a necessity to shift how instruction was delivered to resume educational activities. This study sought to answer the research question: did the transition from in‐person to virtual instruction for interprofessional education (IPE) have an impact on students' perceptions of team attitudes and skills to learn and work in interprofessional groups? Methods All participating first–year dental and second–year dental hygiene students enrolled in the campus‐wide IPE course were invited to complete the Team Skills Scale (TSS) assessment before and after the course for two academic years 2019–2020 and 2020–2021. Paired t‐tests were utilized to assess the change in student attitudes and skills from pre‐ to post‐course assessment, and t‐tests were used to assess mean differences between student cohorts 2019–2020 and 2020–2021. Results Within the student cohort 2019–2020 students reported significant improvement in all TSS items. Within the student cohort, 2020–2021 students reported significant improvement in all but three TSS items. There were only significant differences in mean values for student reported improvement in attitudes and skills for two TSS items between the 2019–2020 and 2020–2021 cohorts. Conclusions Dental and dental hygiene students report significant improvement in team attitudes and skills after participation in a campus‐wide IPE course. The mode of administration of the course, in‐person or virtual, did not have a significant impact on student‐reported improvements.
Chavis et al. (Thu,) studied this question.