Strengthening collaboration in dentistry through continuing education
Key Highlights
- Shared CE courses promote alignment in practice philosophies and enhance interprofessional collaboration between dentists and hygienists.
- Case-based discussions, simulations, and mentorship are effective methods to foster teamwork and understanding of each profession's roles.
- Barriers like time constraints, financial costs, and curriculum gaps can be mitigated through institutional support, accreditation, and policy changes.
- Implementing interprofessional education early in dental training prepares professionals for collaborative, team-based patient care.
- Standardized, accredited IDPE programs and licensure requirements can institutionalize collaborative learning and improve overall dental practice.
Staying informed about the latest technology is essential for all dental professionals. However, a disconnect often exists between dentists and dental hygienists regarding adopting and implementing new technologies, which leads to discrepancies in practice philosophies, which can lead to inconsistencies in patient care.
One potential solution for collaboration is through shared continuing education courses, where dentists and dental hygienists learn together. This fosters alignment in practice philosophies.
Here we’ll discuss the potential impact of attending CE courses together. This can enhance interprofessional collaboration, ensure a unified approach to patient care, and promote integration of emerging technologies. Addressing barriers that contribute to this disconnect may provide substantial educational alignment and professional development opportunities that improve patient outcomes and strengthen the dental team.
Understand the divide between dental providers
Dental hygienists play a complementary role to dentists, working together to provide patient care. This collaboration means understanding each profession’s training and expertise. Dentists specialize in diagnosing and treating decay, performing restorative procedures, and conducting surgical interventions, while hygienists focus on assessing, disease prevention and treatment, and patient education.
The Commission on Dental Accreditation (CODA) outlines these distinct educational standards and emphasizes the specialized roles in each profession. Dentist and dental hygiene standards reflect this distinction between restorative care and preventive care.1,2 This underscores how dentists and dental hygienists bring unique but complementary skills to patient care, which may also divide practice philosophies. Promoting joint CE can bridge this gap.
Interprofessional education (IPE) as a catalyst for change
Although CODA standards for dental schools include collaboration, one review suggests that the lack of interprofessional collaboration in dental education hinders the development of comprehensive patient care approaches.3 Historically, dental education has operated in isolation, strongly emphasizing discipline-specific knowledge while neglecting IPE.
Implementing interdental professional education programs
A solution toward a comprehensive dental team approach is to implement interdental professional education (IDPE) programs that bring dentists and dental hygienists together to learn about emerging technologies. Participating in CE courses as a unit allows a shared understanding of best practices, aligning clinical philosophies and enhancing collaboration.
Encouraging joint professional development fosters an integrated dental team and ensures that technological advancements are implemented consistently, leading to improved patient outcomes and a more efficient dental practice.
Characteristics of the CE courses
Facilitated case-based discussions: Case-based learning and problem-solving allows dentists and dental hygienists to analyze real-world clinical situations collaboratively. These discussions encourage critical thinking, enhance clinical decision-making, and foster a deeper understanding of each profession’s expertise.
Discussions should allow participants to explore different perspectives and reach consensus on treatment plans. These could be structured to promote active participation so both professions contribute their expertise toward a common goal.
Role-specific simulation exercises: Simulation-based training that replicates clinical scenarios offers an excellent opportunity for dentists and hygienists to practice their roles in a low-risk, controlled environment. These should reflect situations where both professions collaborate, such as assessing restorative margins, identifying periodontal conditions, or managing complex cases.
Hands-on learning modules: Hands-on learning provides practical opportunities for dentists and dental hygienists to learn side by side. Sessions should focus on emerging technologies, new restorative materials, and advanced clinical procedures. For example, courses focused on laser-assisted periodontal therapy or complex restorations would allow participants to gain an appreciation for each provider’s roles.
Collaborative decision-making panels: Integrating decision-making panels where dental teams discuss challenging cases promotes shared learning and consensus-building. These panels should feature discussions with expert moderators who guide participants through the decision-making process, which would foster mutual respect and clinical alignment.
Reflection and debriefing sessions: Structured reflection and debriefing sessions after CE programs encourage participants to assess their learning experiences and identify areas for improvement. Participants should learn to apply their knowledge and communication skills in daily practice to promote collaboration.
Mentored learning opportunities: Mentored peer learning sessions allow experienced providers to collaborate with less experienced providers on case studies. These sessions give professionals the chance to exchange insights, explore innovative approaches, and develop shared treatment philosophies. Mentorship ensures that participants receive guidance and support as they navigate collaborative learning experiences.
Addressing barriers and innovative solutions
Despite the benefits of IDPE programs in fostering interprofessional collaboration, several barriers hinder widespread participation. Time constraints pose a challenge, as many dental professionals struggle to balance clinical responsibilities with ongoing education.
Additionally, financial limitations can deter participation, as CE courses often require substantial investment, making them less accessible to those in private practice or without employer support. Lastly, curriculum gaps in dental and dental hygiene education fail to introduce IDPE early in training, leaving professionals unprepared for collaborative practice.
Professional organizations, employers, and academic institutions should offer financial support to alleviate financial burdens and encourage participation in collaborative education.
Dental associations and licensing boards could incorporate IDPE requirements into licensure renewal processes, thereby institutionalizing IDPE as a professional standard. Employers should be incentivized to support CE participation through tax benefits, grant opportunities, paid time-off, or in-office training.
Programs should offer collaborative, case-based exercises to break down professional silos and promote a team-based approach to patient care. The ADA and ADHA should collaborate to create standardized, accessible, high-quality CE that prioritizes collaborative education.
This could include implementing accredited IDPE courses to ensure high-quality, evidence-based CE.4 Professional organizations should integrate dental hygienists into CE programs so that both professions can recognize the complementary role of dental hygienists.
Accredited IDPE CE courses would ensure standardized education on emerging technologies, clinical procedures, and interprofessional collaboration.
Accreditation for dual-discipline CE programs would ensure that all CE courses meet standards that promote evidence-based education and reinforce the importance of collaboration.
State dental boards should require IDPE CE hours for licensure renewal to ensure ongoing collaboration. Early exposure to interdental professional collaboration in dental education would ensure professionals are prepared for team-based practice post-graduation.
Conclusion
Integrating IDPE programs presents an opportunity to bridge the educational divide between dentists and dental hygienists, ensuring a unified approach to patient care. However, without a systematic effort to implement IDPE programs, the disconnect will persist, limiting the full potential of both professions.
As dentistry continues to evolve with new technologies, dental professionals must evolve with them—together. A shift toward shared learning and collaboration will strengthen the profession, elevate the role of dental hygienists, and improve patient care for generations to come.
Author's note: Abby Rennau completed this manuscript as a partial fulfillment for the Master of Science in Dental Hygiene Degree from the University of New Mexico, Division of Dental Hygiene.
Editor's note: This article appeared in the January/February 2026 print edition of RDH magazine. Dental hygienists in North America are eligible for a complimentary print subscription. Sign up here.
References
- Accreditation standards for dental education programs. Commission on Dental Accreditation. American Dental Association. 2025. Accessed February 13, 2025. https://coda.ada.org/-/media/project/ada-organization/ada/coda/files/predoc_standards.pdf
- Accreditation standards for dental hygiene education programs. Commission on Dental Accreditation. 2025. Accessed on February 10, 2025. https://coda.ada.org/-/media/project/ada-organization/ada/coda/files/dental_hygiene_standards.pdf
- Khabeer A, Faridi MA. Interprofessional education in dentistry: exploring the current status and barriers in the United States and Canada. Cureus. 2024;16(10):e72768. doi:10.7759/cureus.72768
- About CCEPR. Commission for Continuing Education Provider Recognition.Accessed February 10, 2025. https://ccepr.ada.org/about-ccepr
About the Author
Abby Rennau, MS, RDH
Abby is a clinical dental hygienist and educator with nearly two decades in private practice. She serves as adjunct faculty at Central Community College in Hastings, Nebraska, where she teaches oral pathology, periodontology, and clinical coursework. Abby recently completed her MS in dental hygiene from the University of New Mexico, where her graduate work focused on strengthening collaboration and CE between dental hygienists and dentists. Abby is committed to promoting interprofessional education and supporting evidence-based practice.
Christina Calleros, MS, RDH
Christina is an adjunct associate professor at the University of New Mexico who teaches online degree completion and graduate courses. Her research has focused on communication, cultural competency, and local anesthesia techniques. She has held leadership positions in the New Mexico Dental Hygienists’ Association, received the Quality Matters certification for her online courses, and serves as an online reviewer.
Angela Cook, MS, RDH
Angela is an assistant professor at the University of New Mexico who teaches periodontology, oral pathology, and principles of practice course work, as well as teaching in clinic. She coordinates the school-based dental programs for the division, leads many community service initiatives, and has had various leadership roles in the local and state dental hygiene associations.