Evaluation of advocacy projects in undergraduate and graduate dental hygiene leadership courses.

Abstract

The intent of this investigation was to describe learners' outcomes regarding a Legislative Advocacy Project and Health Policy Advocacy Project in required leadership courses in dental hygiene curricula. The 7-week legislative project was completed by Bachelor of Science (BS) in a traditional classroom setting and Master of Science (MS) degree dental hygiene students in an online course. The course requirement was a written paper all enrolled students completed, which comprised a significant portion of the final grade. Objectives were developed for topics presented and active learning strategies engaged students to extend learning to a higher level. Weekly activities provided a mechanism for formative assessment, and a rubric determined whether the objectives were met for the summative assessment. In 2016, the BS course was revised to include health policy, and the policy project was implemented. The majority of students earned A or B grades on the assignments. The overall mean for the BS legislative projects based on 4 years was 89.1 (n=104); the MS mean based on 12 years was 92 (n=81). The mean for the BS policy projects, based on 4 years, was 91.9 (n=111). The instructional design of both advocacy projects' objectives, active learning strategies, and summative assessment were strategically aligned and created an effective environment for learning. Oral health practitioners who are empowered to engage in advocacy initiatives are needed in the next generation. Administrators and faculty are called to action to become leaders and advocates for advocacy education in all oral healthcare programs.