Dental Hygiene Education Research Articles

Dental hygiene education in Japan: present status and future directions

The aim of this report is to provide basic information about the historical development, current status and future needs of education and training of dental hygienists in Japan. The first formal training of dental hygienists in Japan started at Tokyo in 1949. Restructure and modification of the dental hygiene education system has been reiterated over the years in order to satisfy the needs of the constantly changing society. Although previously only vocational training was provided for dental hygienists, higher-level education has been conducted. The present legislation of dental hygiene has gone through a complicated process. The student should take the dental hygienist licensing examination which is held once a year by the National Board organized by the Ministry of Health, Labour and Welfare. Currently there are 136 dental hygiene schools and the total enrolment is about 7000. The duration of dental hygiene education course has been prolonged from 2 to 3 years since 2001. In 2004, the 4-year course started. The 2-year dental hygiene education program is expected to be replaced with the 3- and 4-year courses by 2010. The dental hygiene education system in Japan will be improved in many ways as dental hygienists are expected to participate in health promotion and preventive care, and to gain knowledge of the economics and organization of health care in relation to oral hygiene.

Dental hygiene in Australia: a global perspective

This article reports on the practice of dental hygiene in Australia from a global perspective. The aim is to examine how access to qualified dental hygiene care could be improved and how current professional challenges might be met. Secondary source data were obtained from a survey questionnaire presented to members of the House of Delegates of the IFDH or by fax and e-mail to experts involved in the national professional and educational organization of dental hygiene in non-IFDH member countries. Responses were followed-up by interviews, e-mail correspondence, visits to international universities, and a review of supporting studies and reference literature. The introduction of dental hygiene in Australia was inspired by the delivery of preventive care in Great Britain. Today dental hygiene is a paramedical profession, generally studied at institutions of higher education. Study duration is 2 (diploma and associate degree programmes) and 3 years (Bachelor of Oral Health Programs). A recent trend to combine dental therapy and dental hygiene education poses the challenge to maintain a stand-alone degree in dental hygiene as it is practiced worldwide. Low access to qualified dental hygiene care may be a result of insufficient funding for preventive services, social and cultural lack of awareness of the benefits of preventive care, and of limitations inherent in the legal constraints preventing unsupervised dental hygiene practice. These may be a result of gender politics affecting a female dominated profession and of a perception that dental hygiene is auxiliary to dental care. Changes are expected to reflect the global trend towards a decrease in supervision and towards higher education. An example of innovative practice of public health is the involvement of dental hygienists in the educational process of aboriginal health workers in order to promote access to oral health education for indigenous populations.

A resource guide for practice development through technology

A resource guide for practice development through technology

Comment from the DDHV in response to your article: ‘Establishing dental hygiene education in Germany: current facts and future perspectives’

Comment from the DDHV in response to your article: ‘Establishing dental hygiene education in Germany: current facts and future perspectives’

Need for Genetics Education in U.S. Dental and Dental Hygiene Programs

The two major afflictions of the oral cavity are dental caries and gingival/periodontal disease. While microorganisms have long been acknowledged as important etiologic factors, the most recent research data demonstrate that both of these pathologic conditions have a strong hereditary base, i.e., even in the presence of putative pathogenic microorganisms, if the host individual is not genetically susceptible, ensuing disease will be mild or even nonexistent. In the face of this evidence for heritability of the two major oral diseases, we evaluated what educational experiences in genetics were provided to students in U.S. dental schools and dental hygiene programs in 2003-04. Our survey of fifty-four dental schools revealed that only one requires a formal genetics course before admission, and only six incorporate a required genetics course within the dental curriculum. Of the 264 dental hygiene programs surveyed, none require a formal genetics course as a prerequisite for admission, and none require a formal genetics course within their curricula. The enormous successes, and future promise, of the Human Genome Project suggest that genetics will soon dominate the future of medicine and dentistry, in prediction of diseases, disease diagnosis, and, eventually, therapy for genetically based disorders. It is therefore incumbent upon dental and dental hygiene education programs to provide genetics education for tomorrow's practitioners.

Establishing dental hygiene education in Germany: current facts and future perspectives

As there is a marked need to increase the number of dental hygienists (DHs) working in German dental practices, efforts are being made to establish dental hygiene education in accordance with international standards. However, as current German legislation does not envisage a perennial full-time training programme, dental hygiene education may currently be provided within a modular concept only. The basic qualification for enrollment in a modular hygienist training programme of this kind is accredited vocational training as a dental assistant (DA), followed by board-certified continuing education as an oral prophylaxis assistant. Thus, the current system of advanced training for qualification as a DH is subject to at least 6 years' work experience in the field of dentistry. A 950-h full-time advanced training course, meeting all the requirements of this concept, was established by the Westphalia-Lippe Dental Association in cooperation with the University of Münster. The curriculum underlying this programme was outlined considering the recommendations for dental hygiene education issued by the European Federation of Periodontology, although reduced in standards to comply with current German legislation. In addition, the recommendations for American Dental Hygiene education by the American Dental Association were used as a guide for programme development. The contents and implementation of the Münster Dental Hygienist Curriculum may allow the professional competence generated during practical work experience to be linked with international requirements of dental hygiene education.

Effect of Magnification Lenses on Student Operator Posture

A distinct body of literature supports the association between clinical postures of the dental practitioner and work-related musculoskeletal disorders (WRMD). Several aids or devices have been tested to improve clinical posture in the interest of decreasing WRMD. The use of magnification lenses while performing dental procedures may increase the quality of work and decrease the likelihood of musculoskeletal problems. To date, only anecdotal and personal opinions had existed regarding the benefits of using magnification lenses, and no empirical evidence had authenticated the contention that use of magnification lenses exerts a positive change in operator posture. The objective of this study was to assess the effect magnification lenses had on the posture of dental hygiene students. Using a randomized crossover design, researchers videotaped nineteen senior dental hygiene students performing an intra-oral procedure with and without the use of magnification lenses. The tapes were then evaluated by a panel of five dental hygiene educators calibrated in the use of Branson's Posture Assessment Instrument (PAI). Results of a paired t-test indicate that the posture of the students while wearing magnification lenses was more acceptable (p=.019) than when wearing traditional safety glasses. Results of this study indicate a quantifiable change in acceptability of posture for clinicians wearing magnification lenses and suggest that the use of such lenses in dental education may be warranted.

Outcomes Assessment Related to Professional Growth and Achievements of Baccalaureate Dental Hygiene Graduates

The goals of the entry-level baccalaureate dental hygiene (DH) program at the University of California, San Francisco, include the preparation of scholars who will pursue additional study and research and the development of DH educators and leaders in the field of DH. The objective of this study was to evaluate whether the goals of the program were being achieved by assessing the professional growth and achievements of the graduates. Questionnaires were mailed to graduates of classes from 1960 to 2000, and the response rate was 66 percent (N = 468). Results indicated the following: 21 percent of the respondents completed a graduate or professional program, with most degrees being master's related to education (53 percent) and dental degrees (28 percent); 20 percent have held a faculty position in a DH educational program, with 26 percent holding leadership positions; 60 percent have been regular participants in DH professional organizations, with 36 percent of them holding leadership positions; and 61 percent have been active in a community organization, with 60 percent of them holding leadership positions. This outcomes assessment indicates that many UCSF DH graduates have become scholars, educators, and leaders in DH, and thus, the current program is successful at achieving its educational goals. Future studies should evaluate graduates of other DH programs on similar outcomes measures.

The effects of gender disparities on dental hygiene education and practice in Europe

In Europe, over 96.5% of dental hygienists are women. The objective of this report was to examine the impact of gender role stereotyping on the image of the dental hygiene profession and on disparities in educational attainment and work regulations within Europe. Data pertaining to regulated or non-regulated dental hygiene practice in 22 European countries were analysed according to possible gender impact on access to education and on the structure of the delivery of care. It was examined whether there is a correlation between national differences found in the dental hygiene profession and gender related disparities found in other work-related areas. Results show that the gender bias in the dental hygiene profession has an effect on equal access to education, and on equal occupational opportunities for dental hygienists within the European Union (EU) and beyond. In northern Europe, higher educational attainment in the field of dental hygiene, more extensive professional responsibilities and greater opportunities for self-employment in autonomous practice tend to correlate with greater equality in the work force. In eastern Europe, lower educational and professional opportunities in dental hygiene correlate with greater gender disparities found in other work-related areas. In some western European countries, the profession has not been implemented because of the political impact of organised dentistry, which expects financial loss from autonomous dental hygiene practice. In order to fulfil mandates of the EU, initiatives must be taken to remove the gender bias in the delivery of preventive care and to promote equal access to educational attainment and to professional development in the whole of Europe for those who choose to do so.

The experiences with oral health and dental prevention of children with congenital heart disease.

To examine the degree to which children, considered to be at risk from infective endocarditis, had received professional education and preventive procedures in regard to dental health, and to evaluate the knowledge of their parents of the link between oral health and infective endocarditis. Questionnaires were distributed to the families of 38 children under the care of paediatric cardiology. A short dental examination was carried out. Parents were asked if they knew why oral health was of particular importance in their child. Of the children, 58% demonstrated evidence of previous or current dental disease, with 24% having had at least one filling, 13% with one or more teeth showing deficiency of enamel, and 39% with untreated dental caries. Only 79% of the children were registered with a dentist. According to Chi squared test, there was no difference in the dental health of registered and non registered children. Of the study group, 29% had received instruction in oral hygiene, 42% had received dietary advice, 13% had received advice regarding fluoride supplementation or had had fluoride professionally applied, and 8% had had fissure sealants. These percentages remained relatively low even if only registered children, or only registered children with previous or current dental disease, were considered. Only 64% of parents were aware of the link between the oral health of their children and infective endocarditis. Parents of children who were registered were more likely to be aware of this link than parents of children who were not registered. In spite of being registered with general dental practitioners, few children with congenital heart disease had received basic education in dental hygiene. Even children known to have had dental disease and, therefore, considered to be more vulnerable, were overlooked.

Dental hygienists in Korea

The purpose of this paper is to give basic information about the status of dental hygienists in Korea. This paper examines the changing process of the dental hygiene education system in Korea, from its start in 1965 until the present, 2003, the composition of dental personnel in Korea, the specialised areas and roles of dental hygienists after they receive their licenses, employment of dental hygienists, dental hygiene-related organisations, and the status and direction of dental hygienists in Korea. This paper shows the organisational, educational, governmental and individual efforts to increase the level of professionalism, education and quality of care delivered to Korean citizens nationwide.

Towards international curriculum standards

In 1998, the House of Delegates of the International Federation of Dental Hygiene requested that the education committee of the federation develop curriculum guidelines to serve as models for countries that were initiating dental hygiene educational programmes. This article reviews the process of guideline development, identifies challenges and directions for the future. A review of topics, goal and descriptions of 2, 3 and 4 years is presented. The process of development of the guidelines provided an opportunity for discussion of differences in dental hygiene paradigm from various countries. Participants began to understand the legal, cultural and educational differences that have an impact on curriculum for health care. It is a beginning in the process of developing international educational standards in dental hygiene education.

Predictors of Success in Dental Hygiene Education: A Six‐Year Review

The purpose of this study was to examine the predictive reliability of incoming grade point average (GPA), incoming math/science GPA, and Scholastic Aptitude Test (SAT) scores in predicting success in dental hygiene education. Success in dental hygiene education was defined in terms of Dental Hygiene National Board score (N-BRD) and dental hygiene GPA at graduation (DH-GPA). Academic transcripts and admissions documents of 134 students comprising the Medical College of Georgia dental hygiene classes of 1996-2001 were reviewed. Incoming college GPA (1-GPA), incoming college math/science GPA (MS-GPA), total SAT score (T-SAT), verbal SAT score (V-SAT), math SAT score (M-SAT), N-BRD score, and DH-GPA were documented for each student. A forward, step-wise, multiple linear regression was used to analyze the data. I-GPA was the most significant predictor of success. Analysis showed that DH-GPA was best predicted by both the I-GPA (p < or = .001) and T-SAT (p < or = .004). Only the I-GPA (p < or = .001) was significant in predicting N-BRD scores. Data from this study will be used to evaluate the admissions process in dental hygiene at the Medical College of Georgia.

Use of Distance Education in Dental Hygiene Programs

The prevalence of distance education is steadily increasing in institutions of higher education in the United States and abroad. Colleges and universities are seeking new avenues to deliver curricula to students in remote areas and/or to nontraditional students. Distance education is a relatively new venture for dental hygiene education. The purpose of this study was to determine the prevalence and use of distance education in dental hygiene educational programs nationally. Dental hygiene directors of all associate degree and baccalaureate degree dental hygiene programs in the United States (N = 255) were mailed a fifteen-item survey regarding their use of distance education. Results of the study indicated that 22 percent of dental hygiene programs have implemented distance education. In addition, a large variety of courses are being offered by several distance education delivery methods. Thirty of the thirty-eight dental hygiene programs that responded to the survey reported that they were satisfied with their distance education initiatives. The length of time that distance education was offered by the dental hygiene program was not related to satisfaction level (p = .0795), and there was no relationship between the type of distance education used and satisfaction level (p > .05). Considering all factors involved in this study, we can conclude that distance education is being used in a substantial number of dental hygiene programs and that the majority of these programs are satisfied that distance education is an adequate alternative to traditional "brick and mortar" approaches.

Graduates' Perceptions of Self‐Assessment Training in Clinical Dental Hygiene Education

Although research regarding self-assessment as a curriculum component has been undertaken previously, no data have been reported regarding the perceptions of graduates who were taught self-assessment as a formalized component of accredited dental hygiene programs. Aided by alumni insight and the belief that the dental hygiene curriculum has the potential for improvement, the purpose of this qualitative study was to investigate dental hygienists' perceptions regarding self-assessment as a curriculum component and its impact on their clinical dental hygiene education. This investigation drew a sample of subjects from forty-eight graduates of a bachelor's degree dental hygiene program located within a college of dentistry. Twelve graduates were selected to participate in the study. An audiotaped semi-structured interview with predetermined questions served as a focus for the interview, yet amplification and probing allowed the participants to further articulate their feelings and thoughts. Findings indicated that participants believed self-assessment to be a worthwhile and positive component of the dental hygiene curriculum. All participants emphatically recounted with dramatic examples that training in self-assessment positively influenced their clinical dental hygiene education, permanently impacted their thinking process, and is being used in their practices.

A Model for Dental Hygiene Education Concerning the Relationship between Periodontal Health and Systemic Health

To develop a format for educating the appropriate health care professionals as to the relationships between periodontal inflammation and increased risks for poor diabetes control, cardiovascular disease, cerebrovascular disease, pre-term low birth weight, pneumonia and gastric ulcer reinfection. Dental hygiene students in the Advanced Periodontology curriculum were instructed to review current literature regarding the increased risk for systemic health problems when periodontal inflammation is present. Abstracts of the reviewed material were then presented in group setting to all course participants. For each systemic entity (diabetes, cardio/cerebrovascular disease, adverse pregnancy outcome, pneumonia, gastric ulcer) literature-based evidence of periodontal disease's association, affect, pathogenesis, validity and clinical significance was determined. Consensus statements for each entity were developed and used as a basis for clinical interpretation. Following this, patient health-history materials were developed to obtain the necessary information from patients while educating them about the increased risk for systemic health problems when periodontal inflammation is present. Lastly, correspondence materials were developed to alert managing physicians and medical auxiliaries about the increased risk for systemic problems in their patients who may present with periodontal inflammation. A methodology which medical personnel can use to quickly screen for the presence of periodontal inflammation in at-risk patients was also developed in these correspondences. An educational model and clinical materials were developed which are aimed at alerting patients, dental and medical personnel to the increased risk for systemic health problems when inflammatory periodontal disease is present.

Trends in Allied Dental Education: An Analysis of the Past and a Look to the Future

Allied dental healthcare providers have been an integral part of the dental team since the turn of the 19th century. Like dental education, allied dental education's history includes a transition from apprenticeships and proprietary school settings to dental schools and community and technical colleges. There are currently 258 dental assisting programs, 255 dental hygiene programs, and 28 dental laboratory technology programs according to the American Dental Association's Commission on Dental Accreditation. First-year enrollment increased 9.5 percent in dental hygiene education from 1994/95 to 1998/99, while enrollment in dental assisting programs declined 7 percent and declined 31 percent in dental laboratory technology programs during the same period. Program capacity exceeds enrollment in all three areas of allied dental education. Challenges facing allied dental education include addressing the dental practicing community's perception of a shortage of dental assistants and dental hygienists and increasing pressure for career tracks that do not require education in ADA Commission on Dental Accreditation accredited programs. The allied dental workforce may also be called upon for innovative approaches to improve access to oral health care and reduce oral health care disparities. In addition, allied dental education programs may face challenges in recruiting faculty with the desired academic credentials. ADEA is currently pursuing initiatives in these and other areas to address the current and emerging needs of allied dental education.

Dental treatment in the north area of Ishigaki Island in Okinawa

Dental treatment and oral health care were performed on inhabitants in the north area of Ishigaki Island in Okinawa. There are no dentists in the area at present. One hundred sixty-six patients received treatment taking 528 man-days, during the period from November 9 to December 8, 2000. The area has 2 primary schools and 1 junior high school. The average DMFT of the children in the primary schools was 1.31, and in the junior high school it was 4.98. Compared with Japanese national survey data, the children in the area had a higher DMFT. Among the treatment procedures, the rate of conservative treatment was 62%, most of which was composite resin filling. Preventive measures for dental disease were offered to the inhabitants by means of topical fluoride application or oral health education. The period of this promotion was too short to perform complete dental treatment and to prevent caries and periodontal disease. It seems that primary prevention and higher dental hygiene education are needed for inhabitants in no-dentist areas, because the inhabitants do not have access to dental service easily.

Dental hygiene program directors' perceptions of graduate dental hygiene education and future faculty needs

Dental hygiene program directors' perceptions of graduate dental hygiene education and future faculty needs

Dental treatment and oral health care on Tokashiki Island, Okinawa

Okinawa Prefecture has been promoting dental treatment and oral health care in places where there are no dentists. The Ministry of Health and Welfare has been cooperating with eight dental colleges, including Tokyo Medical and Dental University, for promotion thereof since 1961. The 155th promotion was held on Tokashiki Island. The caries prevalence rate of the students on Tokashiki Island was relatively high compared with the average caries prevalence rate of the same age group throughout Japan, and most of the caries were thought to be due to too many soft drinks. Resin filling was the most popular treatment during this promotion. Severe periodontal disease was observed in middle-aged persons, but we could only perform initial periodontal treatment because of the limited treatment period. Complete or partial dentures were made or repaired for many elderly. The questionnaire study showed most of the denture wearers on Tokashiki Island were satisfied with their dentures, although many dentures did not fit, and the prescription was improved. The period of this promotion was too short to perform complete dental treatment and to prevent caries and periodontal disease, and primary prevention and higher dental hygiene education should be strengthened in no dentist areas like Tokashiki Island.