Dental Hygiene Programs Research Articles

Interprofessional education as a potential foundation for future team-based prevention of alcohol use disorder

BackgroundEffective screening of alcohol use and prevention of alcohol use disorder (AUD) requires the continuous preparation of educated and confident providers across all health professions who will ideally work in close collaboration in their future practices. As one mechanism for achieving this goal, the development and provision of interprofessional education (IPE) training modules for health care students may cultivate beneficial interactions among future health providers early in their formative education.MethodsIn the present study, we assessed attitudes about alcohol and confidence in screening and AUD prevention in 459 students at our health sciences center. Students represented ten different health professions (audiology, cardiovascular sonography, dental hygiene, dentistry, medicine, nursing, physical therapy, public health, respiratory therapy, and speech language pathology programs). For purposes of this exercise, students were divided into small, professionally diverse teams. Responses to ten survey questions (Likert scale) were collected via a web-based platform. These assessments were collected before and after a case-based exercise that provided information to students on the risks of excessive alcohol use as well as the effective screening and team-based management of individuals susceptible to AUD.ResultsWilcoxon signed-rank analyses revealed that the exercise led to significant decreases in stigma toward individuals engaging in at-risk alcohol use. We also discovered significant increases in self-reported knowledge and confidence in personal qualifications needed to initiate brief interventions to reduce alcohol use. Focused analyses of students from individual health programs uncovered unique improvements according to question theme and health profession.ConclusionOur findings demonstrate the utility and effectiveness of single, focused IPE-based exercises to impact personal attitudes and confidence in young health professions learners. While additional longitudinal cohort follow-up studies are needed, these results may translate into more effective and collaborative AUD treatment in future clinical settings.

A national survey of dental hygiene faculty perspectives on diversity, equity, and inclusion.

To investigate potential unconscious bias among dental hygiene educators and identify baseline perceptions of race and racism. Dental hygiene programs in the USA were clustered into 4 geographic regions from which 2 programs were sampled from each region. The 20-item, Color-Blind Racial Attitudes Scale (CoBRAS) electronic survey was sent to educators from each of the selected programs in 2022. The CoBRAS instrument measures contemporary racism and stereotyping in 3 subcategories: Unawareness of Racial Privilege, Institutional Discrimination, and Blatant Racial Issues. Scores range from 20-120, with higher scores indicating elevated levels of denial of racism. Descriptive statistics and one-way ANOVA were performed. The level of significance was set to α=0.05. Of the 172 potential respondents, 89 (52%) completed all of the survey questions. The majority of the respondents were White, female and from the Northeast (74.2%, 93.3%, and 61.8% respectively). The mean CoBRAS score (55.73) indicated moderate levels of color-blind racial attitudes. Race was a significant variable in perceptions of racial dynamics and racism with statistically significant differences between groups by race and ethnicity as demonstrated by one-way ANOVA (F[6,82]=3.469, p=0.004). Moderate levels of color-blind racial attitudes among dental hygiene educators were found, indicating a presence of cognitive aspects of stereotyping related to race. The demographic data collected adds to the existing evidence of a lack of diversity among dental hygiene faculty.

Didactic and clinical nutrition content in dental hygiene programs: Directors' perspective.

Concern over inadequacy and implementation processes of nutritional content in dental hygiene education program (DHEP) curriculum policy at both a didactic level and clinical level exists. The purpose of this qualitative study was to examine the DHEP extent and practices of didactic and clinical nutrition content, identify DHEP barriers to increasing nutrition education content, and determine the need for a nutrition content curriculum standard from the director's perspective. A qualitative descriptive design was utilized, and DHEP directors were recruited through purposive sampling. Interviews were transcribed directly following each interview and data was analyzed simultaneously. The thematic analysis process was a hybrid approach incorporating both the inductive and deductive approaches. Four major themes emerged from the study: value of nutrition services, power, capacity building expectations, and nutrition curriculum distribution. The directors' intentions with nutritional content for the DHEP were not consistent with what occurred in implementation. The findings revealed a disconnect in the directors' ability to implement adequate nutrition curriculum content. The lack of power as the educational leader in the form of decreased autonomy due to policy implications filtered across all interviews. The findings further noted the capacity building expectations needed among DHEPs in the areas of faculty and student calibration. Multiple challenges impact the ability of program directors to implement accurate and adequate didactic and clinical related nutrition content in DHEPs. Future research, including DHEP directors and faculty teaching nutrition courses across the United States, would be beneficial in developing a broader perspective and creating a nutrition model standard.

Assessing students' mental health in two American dental hygiene programs.

Dental hygiene students adapt to new environments while learning technical skills and providing clinical care during their education. Understanding how stress affects students in their professional healthcare program warrants exploration. This study assessed stress among dental hygiene students in two educational settings in the Southeastern United States. First and second-year dental hygiene students (N= 136) from a community college setting (n= 67) and a university setting (n= 69) were invited to complete an anonymous online survey on mental health in fall 2019. Validated surveys on depression, anxiety, social support, and burnout were included. Data analysis included chi-squared and Mantel-Haenszel statistics, depending on the scale of measurement, with the level of significance set at 0.05 for all analyses. Participants included 54 dental hygiene students from a community college (Response rate=80.6%) and 69 dental hygiene students from a university (RR=100%). There was a statistically significant difference in the proportion of students reporting moderately severe or severe anxiety (p = 0.007), with 56% (n= 30) of the community college respondents and 36% (n= 24) of the university reporting these anxiety levels. Students attending a community college were also more likely to express feelings of worry (n= 34) compared to students in a university setting (p =0.005). There was no statistically significant difference in depression (p= 0.07) or suicidal thoughts (p= 0.41). Dental hygiene students enrolled in these two programs reported high levels of self-reported stress, mental and emotional concerns that may increase suicidal tendencies.

Oral health literacy education and practice in US dental hygiene programs: A national survey.

Studies have shown a significant relationship between low oral health literacy (OHL) and poor oral health outcomes. National calls for action include better training of dental providers to meet the needs of the low OHL public. The purpose of this research was to determine the extent OHL education is being included in US dental hygiene (DH) education programs. In fall of 2020, a 23-item digital survey was sent to 321 Commission on Dental Accreditation-accredited DH schools in the US. Survey generated 90 eligible responses (28%). Respondents reported that OHL education is being included in DH curricula to some degree. Communication strategies (82.4%) were the most likely OHL concept to be taught. Subject areas included community health (89%), cultural competency (78%), and special populations (78%). Respondents ranked lack of assessment instruments, lack of concrete activities, lack of clear understanding of OHL, and difficulty in implementing OHL concepts as the top barriers to incorporating OHL education in the DH curriculum. OHL is an established determinant of oral health. As prevention and patient education experts, dental hygienists play an important role in improving patient OHL. More fully integrating OHL into DH curricula would provide future DHs with the training needed to improve oral health outcomes and would better align DH education programs with national OHL initiatives.

Periodontal staging and grading: An international dental hygiene education survey.

The 2017 World Workshop on the Classification of Periodontal and Peri-Implant Diseases and Conditions ushered in a new paradigm for assessing and classifying periodontal diseases. This has significant implications for dental hygiene (DH) education programs' curricula. The purpose of this international survey was to assess: if and how accredited DH education programs were integrating the new staging and grading system into their curricula, and program directors' perceptions of the barriers and benefits to integration and teaching it. This study was deemed exempt from IRB oversight. A total of 339 undergraduate DH program directors from the US, Canada and Australia that had similar accreditation standards were recruited for the survey. An electronic survey was developed and disseminated via QualtricsXM . Survey design included demographics and other questions to assess program directors' knowledge, understanding, integration of and barriers to implementing the new staging and grading system into their curricula. A total of 140 surveys were completed, for a response rate of 42%. Results showed that 91% of DH education programs had integrated the new staging and grading system into their curricula. DH didactic/theory courses (99%) and clinical courses (94%) were the curricular areas hosting the content. There was a statistically significant difference in the confidence of teaching the staging and grading system across institutional settings (p= 0.02). The three main benefits identified were the consideration of expected disease progression (3.25 ± 2.06), individual risk factors (3.45 ± 1.73) and personalized treatment (4.04 ± 2.20). The most frequently reported barrier was the lack of faculty support (26%). DH educators have implemented the new staging and grading system into their clinical and didactic curricula. DH educators valued the individual, patient-specific components of the new system. While educators were confident in integrating the new system, those at community and technical colleges were less confident in teaching the system.

Decolonisation of curricula in undergraduate dental education: an exploratory study

Aims To explore experiences and perceptions of students and staff regarding decolonisation of the curriculum in a dental undergraduate programme.Methods Participants were invited to respond to an online survey on decolonisation of the dental curriculum. The target population included current students on the Bachelor of Dental Surgery and Bachelor of Dental Therapy and Hygiene programmes, as well as dental staff at a university in the South West region of England. The common items for student and staff versions of the survey were focused on six themes: representation; content; peer engagement; assessment; language and communication; and culture. All responses were anonymous. Data on programme, year of study, age, sex and ethnicity were captured on a voluntary basis.Results In total, 34 staff members and 120 students from two different programmes participated in the survey, yielding a response rate of 87.17% for staff and 45.28% for students. A comparison showed that average student responses were lower compared with average staff responses. Of the 24 survey items, 17 showed significantly lower scores reported by minority ethnic (ME) students. ME students were, when compared with white counterparts, less likely to report that their programme included opportunities for group discussions about ethnicity and privilege. Similar comparisons of staff responses did not show significant differences between white and ME staff. Nevertheless, responses by staff and students across the board highlighted the need for further steps to improve the representation of ME groups in the curriculum.Conclusions This study provides useful insights into the perceptions and experiences of students and staff regarding the decolonisation of the dental curriculum in an undergraduate dental programme. Responses by the participants across the board identified several areas which could benefit from better representation of ME groups. Significant differences were noted between staff and student scores and also between white and ME students, indicating the latter group demonstrated more awareness regarding issues of representation. The findings underscore the need to take further steps to decolonise dental curricula.

Dental hygiene educators' knowledge and implementation of objective structured clinical examination in United States dental hygiene programs.

In 2021, the American Dental Association (ADA) announced the intention to develop a standardized dental hygiene licensure objective structured clinical examination (DHLOSCE). The purpose of this study was to measure the United States (US) dental hygiene (DH) educators' foundational knowledge of OSCE development and delivery in light of the impending development of the DHLOSCE by the ADA's Testing Services. The study was determined to be exempt from Institutional Review Board oversight. A 21-question survey was developed, pilot tested, and electronically disseminated through Qualtrics. The survey recruitment was emailed to the directors of all entry-level DH education programs in the US (n = 328), asking them to participate in the survey and to forward it to the clinical faculty in their institutions. Descriptive and inferential statistics were utilized to analyze the data. There were 143 study participants, for a completion rate of 45%. Over two-thirds of respondents (64%) were unaware of the plans to develop the DHLOSCE, while 13% reported utilizing OSCEs to meet accreditation standards. Only 3% reported receiving a formal education in OSCE development compared to 29% who learned through a colleague or peer. Nearly half reported a lack of faculty experience as a barrier to OSCE implementation. Over three-quarters, 76% reported a lack of OCSE development committees within their program and only 14% had experience developing an OSCE station. The study results suggest an urgent need for the development of OSCE training resources specific to DH education, as programs across the US prepare for the impending DHLOSCE.

LGBTQ+ and dental education: Analyzing the present and recommendations for the future.

LGBTQ+ populations constitute increasing proportions of children, adolescents, and adults in the United States. Compared to their heterosexual counterparts, this group suffers from health inequities, including oral health. The report "Oral Health: Advances and Challenges" identified the LGBTQ+ community as an underserved population which faces significant barriers in accessing oral health care. Coverage of LGBTQ+ topics in formal education settings in both dental schools and dental hygiene programs is scarce, which contributes to inequities within this group. Increasing curriculum content related to LGBTQ+ populations is of utmost importance to promote optimal patient-provider interactions while improving oral health outcomes. Ensuring equity in oral health care provision will require deliberate, consistent efforts on the part of all stakeholders. Dental and allied dental education programs have made important strides in enhancing equity and inclusion in their institutions by engaging campus groups that support LGBTQ+ populations, creating mentorship programs, and collaborating with non-profit advocacy groups. Such efforts have successfully empowered LGBTQ+ patients, providers, and allies who are committed to further closing the knowledge gap. Most of the research regarding LGBTQ+ inclusion efforts have been done in the medical arena and there is a void in the data available from the dental profession. To fill this void, recommendations are offered that institutions can easily implement to expand LGBTQ+ diversity and inclusion visibility.

Life Quality of Children Affected by Cleft Lip Palate and Alveolus (CLPA).

The aim of this study was to investigate the quality of life of children and adolescents affected by cleft lip, palate and alveolus (CLPA) in the Italian population after a tailored treatment dental program. A prospective study was conducted with subjects of both genders at the University Hospital of Pisa, Italy. This study included 32 patients (11 females and 21 males, mean age: 9.8 ± 2.1 years old) affected by CLPA (test group); a tailored oral hygiene instruction protocol was adopted in the test group since early age (6.1 ± 0.9 years old) after corrective surgery and regular dental hygiene appointments were scheduled. Moreover, a control group of 32 patients (11 females and 21 males, mean age: 10.1 ± 2.2 years old) without CLPA was included; control subjects were first-visit patients, matched for age and sex, who had not received a specific dental hygiene program before. The OHIP-14 (Oral Health Impact Profile) questionnaire was applied for the evaluation of the quality of life of patients of both groups and the questions were presented directly to the patients. Moreover, the DMFT (Decayed, Missed and Filled Teeth) index was measured. A statistical analysis was performed and the level of significance was set at: p < 0.05. The OHIP-14 scores presented significant differences between the two groups (p < 0.05); the test group exhibited a lower mean OHIP-14 score in comparison to the control group. The DMFT score was significantly lower in the test group in comparison to controls (p: 0.001, p < 0.05). The quality of life and DMFT score of children and adolescents affected by CLPA, after a tailored treatment dental program, were better than that of the subjects of the control group.

Dental hygienists’ use of motivational interviewing and perceptions of effectiveness in changing patient behaviors

The University of Minnesota (UMN) Dental Hygiene (DH) program devotes considerable time developing students' competency using motivational interviewing (MI). However, the extent to which graduates use MI in clinical practice and their perceptions of MI effectiveness in changing behavior is unknown. A cross-section of UMN dental hygiene classes from 2010-2019 were emailed an electronic survey using Qualtricsxm software (n=208). The survey instrument collected demographic information and queried respondents' current MI use and perceptions of its effectiveness in changing patients' behavior. Survey questions were aligned with the constructs of the Theory of Planned Behavior (TPB): attitudes, subjective norms, and perceived behavioral control. Data analyses included descriptive statistics, cross-tabulations, and one-way ANOVA tests. There were 73 responses for a 35% response rate and 58 surveys (28%) included in data analysis. Respondents (95%) used MI, held positive attitudes toward MI and perceived MI to be an effective behavior counseling method (98%). However, respondents expressed concerns about patients' abilities to change behaviors. The three TPB constructs were found to be predictors of MI use in the clinical environment. A significant association was found between age and the TPB construct: behavioral control (p=0.02). The majority of respondents reported using MI in clinical practice. According to the TPB, respondents exhibited strong behavioral intentions to use MI. Respondents held favorable attitudes toward MI and believed it to be effective in motivating positive behavior change. Respondents were confident in their MI skills and felt supported to use MI in their work environments.

What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review

As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to excellence in teaching and the delivery of content using educational and communication technology. This experiential narrative review explains how faculty members and administrators addressed online education with technology specific to health professions and how universities managed to assist students with innovative services for mental health. It also provides an insight into how degree-specific academic personnel embraced technology-based hands-on activities in community health clinics and clinical laboratories, with sustainable and impactful lessons in equity, affordability, and transformative education. Finally, health administrators gather their top-10 leadership recommendations to continue moving forward during the pandemic and present a unique self-reflection on the process of caring considerations required for a successful experience for faculty members, staff, and students.

Career motivation and satisfaction of dental hygiene students in associate versus bachelor degree programs: A national survey

Entry-level dental hygiene programs give associate (AD) and bachelor degrees (BD). The objectives were to compare how AD versus BD students differ in career-related role models and information sources, career motivations, and satisfaction and to explore the relationships between career motivations and satisfaction. Two hundred seventy-one students in AD and 269 students in BD programs responded to a survey. AD students were older than BD students (26.71/23.6; p<0.001). Both groups were most likely to name a nurse/dental hygienist (37.6%/37.3%) as role models in their families, were likely to have shadowed a dental hygienist (77.6%/75.0%), and had talked to a health professional (27.7%/23.7%) prior to program application. BD students decided earlier to become dental hygienists (17.20/19.97 years; p<0.001) and were less likely to have been dental assistants before than AD students (28.3%/36.9%; p=0.034). Both groups agreed strongly that they wanted to become dental hygienists to help patients (5-point scale with 5=agree strongly: 4.88/4.86), make a difference in the life of patients (4.88/4.86) and because it is a flexible career (4.83/4.80). Open-ended responses showed that 62.4% of AD students compared to 35.3% of BD students choose their career because of lifestyle considerations (p<0.001), while 47.2% of BD students versus 38.0% of AD students wanted to work in the healthcare field (p<0.001). Both groups had high job satisfaction (3-point scale: 2.94/2.97). For AD students, job satisfaction correlated with wanting to help patients (r=0.49; p<0.01) and with making a difference in the life of patients (r=0.52; p<0.001). For BD students, wanting to work in a team (r=0.34; p<0.001) and having a dentist in the family (r=0.32; p<0.001) correlated with job satisfaction. Dental hygiene students in AD versus BD programs differ in the factors that are associated with job satisfaction. Dental hygiene educators can utilize these findings when recruiting future students. The findings related to motivational determinants of job satisfaction can guide educational efforts.

Impact of Covid-19 on dental hygiene educators: A national survey.

PurposeThe purpose of this study was to assess the impact of the Covid‐19 pandemic on dental hygiene (DH) educators’ perception of personal and professional burnout and efficacy in the online/hybrid learning environment.MethodsA cross‐sectional study of DH faculty members from 327 United States entry level DH programs was invited to participate in this study. A 36 item survey was disseminated in Qualtricsxm March 2021. The Copenhagen Burnout Inventory was used to measure personal, work‐related, and burnout related to working with students. The Michigan Nurse Educators Sense of Efficacy for Online Teaching instrument was used to measure efficacy in online/hybrid learning.ResultsThe survey had an institutional response rate of 46%. Personal burnout scores had a significantly higher mean as compared to work‐related and burnout working with students’ scores. A majority (66%) of respondents reported often feeling tired. Only personal burnout scores had a significant negative correlation with teaching efficacy scores. Administrators/program directors and full‐time faculty had significantly higher mean personal and work‐related burnout scores as compared to part‐time/adjunct clinical faculty. There were no significant differences in teaching efficacy scores by faculty position and institutional setting.ConclusionCOVID‐19 had significant impact on full‐time DH educators’ personal and professional burnout levels. Full‐time administrators/program directors/DH educators reported higher levels of personal burnout. It seems that personal burnout has a negative relationship with teaching efficacy. Faculty position rather than institution impacted personal burnout. Despite personal and professional burnout, DH faculty reported low‐levels of burnout related to working with students.

Association between Pre-Admission Scores and Student's Performance among Students of Saudi Applied Health Sciences College

Objectives: To assess if pre- admission scores are predicted to the final students GPA. Methods: Cross-sectional study conducted in the College of Applied Health Sciences in Arrass in Qassim University between January and March 202. The overall graduated students were 279. Graduated students from Clinical Nutrition program were 229 and 50 from Dental Hygiene program. The pre-admission scores and the Final GPA were collected from student's record. Pearson correlation coefficient was carried out to illustrate the correlation between admission criteria and final GPA (p-value was considered statistically significant at p&lt;0.01). Results: there is only positive correlation between (HSGA) and the final GPA (r=208, p=000, p&lt;0.01) whereas there is no significant correlation between (APTT), (ACHT) score and Balanced score respectively (r=-.018, p=768 ; r=.080, p=.121 ; r=.093, p=.121). Conclusion: The findings illustrates that the (HSGA) is the only predictive score to the final students GPA in this study which conducted Applied Health College in Arrass, Qassim University. Comparing the results of this results of this study with previous studies, it could be concluded that (HSGA) is the most predictive score to the final GPA. Teaching and assessment methods in medical and health sciences colleges might be similar to those methods in the High school. Further studies are needed with larger sample.

Curriculum of gross anatomy education in Korean dental hygiene programs: Perceptions of clinical dental hygienists.

It is essential for dental hygienists to have basic knowledge of gross anatomy to provide efficient treatment. However, gross anatomy course is relatively neglected due to their disparity from actual clinical dental practice. This study aimed to propose an effective dental hygiene gross anatomy curriculum that reflects the opinions of professional clinical dental hygienists. The study had an online-based cross-sectional design and the survey was distributed to clinical dental hygienists via social networks (n=200). The questionnaire consisted of questions on the utilization of anatomical knowledge in clinical practice, opinions on the contents and methods of gross anatomy education, and general characteristics. The present study found that 186 (93%) used anatomical knowledge at an above-average level. Qualitative analysis indicated that dental implant surgery, radiography, and extraction were the clinical procedures that required the most anatomical knowledge. The clinical dental hygienists answered that the most-necessary knowledge is that of the mandibular nerve, followed by that on the temporomandibular joint, mandible, maxilla, maxillary nerve, and masticatory muscle. The methods proposed to improvegrossanatomyeducation were (in decreasing order of importance) using videos or photographs (X-rays, CT, MRI, etc.), integrating education with clinical subjects, and using a three-dimensional visualization program. Higher education levels of respondents have increased their tendency to believe that the contents and methods of the presented education were necessary. Dental hygienists who utilized anatomical knowledge more often tended to be had a greater appreciation of the necessity of all educational contents and methods.

Psychometric Characteristics of Oral Pathology Test Items in the Dental Hygiene Curriculum-A Longitudinal Analysis.

As the landscape of oral healthcare and the delivery of services continue to undergo change, the dental hygienist plays an increasing role in assisting dentists with oral diagnosis and preventive strategies. Hence, the dental hygiene curriculum standards require biomedical science instructions, including general and oral pathology. Student learning and cognitive competencies are often measured using multiple-choice questions (MCQs). The objectives of this study were to perform a longitudinal analysis of test items and to evaluate their relation to the absolute grades of the oral pathology course in the dental hygiene curriculum. A total of 1033 MCQs covering different concepts of oral pathology administered from 2015 through 2019 were analyzed for difficulty and discriminatory indices, and the differences between the years were determined by one-way ANOVA. Test reliability as determined by the average KR-20 value was 0.7 or higher for each exam. The mean difficulty index for all exams was 0.73 +/− 0.05, and that of the discriminatory index was 0.33 +/− 0.05. Wide variations were observed in the discriminatory indices of test items with approximately the same difficulty index, as well as in the grade distribution in each cohort. Furthermore, longitudinal data analyses identified low achieving cohorts amongst the groups evaluated for the same knowledge domain, taught with the same instruction, and using similar test tools. This suggest that comparative analyses of tests could offer feedback not only on student learning attributes, but also potentially on the admission processes to the dental hygiene program.

Dental hygiene student attitudes about benefits of baccalaureate degree and factors impacting entry-level program choice.

Although the bachelor's degree is the entry-level degree option supported by the American Dental Hygienists' Association, the majority of dental hygiene programs remain associate degree. The aim of this study was to explore factors impacting entry-level program choice and examine attitudes and perceptions of dental hygiene students pertaining to a bachelor's degree (BS) as the entry-level degree. A cross-sectional survey research design was utilized with a convenience sample of dental hygiene students (n=429) from the United States and Canada. The 33-item survey had four sections: demographics, factors influencing program choice, attitudes, and perceptions of a BS. Descriptive and inferential analysis was used to explore the relationship between variables. The completion rate was 91% (n=384). Factors that most influenced program choice included: location (74%), cost (68%), and time to completion (47.7%). Students with mothers who graduated from college were more likely to rank time to completion as their number one factor (37%) (χ2[df2]=19.6, p<0.001, phi=0.33). Students in bachelor's programs were significantly more likely to believe a bachelor's degree better prepared clinicians for duties required in future practice and that the entry-level degree should be raised to a bachelor's degree (p<0.001). While more students in associate degree program agreed there were opportunities in education without a bachelor's degree (p<0.05). Cost, time to completion, and location were the factors influencing students' program choice. While the dental hygiene profession advocates raising the entry-level degree to a bachelor's programs, less than 40% of dental hygiene students supported this change.

An Overview of Pedagogical Approaches to Caries-Control Medications in Canadian Dental and Dental Hygiene Programs

Objective To investigate pedagogical approaches and perceived barriers to teaching about caries-control medications, particularly silver diamine fluoride (SDF), in Canadian undergraduate dental and dental hygiene programs. Methods In summer 2018, a 9-item questionnaire was distributed to all 10 dental schools and 32 dental hygiene programs in Canada. It enquired about the types of caries-control medications used, teaching methods and perceived barriers to instruction on managing active caries with SDF. Methods In summer 2018, a 9-item questionnaire was distributed to all 10 dental schools and 32 dental hygiene programs in Canada. It enquired about the types of caries-control medications used, teaching methods and perceived barriers to instruction on managing active caries with SDF. Results The response rate was 80% (n = 8) from dental schools and 72% (n = 23) from dental hygiene programs. All curricula included information about conventional caries-control medications: fluoride, silver nitrate and povidone iodine. In all programs, instruction regarding SDF was predominantly didactic: 93% of programs presented lectures on SDF and 30% of programs included clinical teaching and use of SDF in primary dentition only. The lack of consensus on clinical protocols outlining the number and frequency of SDF applications to arrest caries was cited by 43% of the programs as a barrier to clinical teaching. Conclusion There is some variation across Canada in pedagogical approaches to caries-control medications and the inclusion of SDF in curricula. Poorly defined clinical protocols were reported as the main barrier to didactic and clinical use of SDF in undergraduate dental education programs.

Fourth-year dental hygiene students' educational preparedness: Self-confidence ratings of the Canadian Dental Hygienists Association baccalaureate competencies (2017-2019).

The Canadian Competencies for Baccalaureate Dental Hygiene Programs (CCBDHP) were first published in 2015 by the Canadian Dental Hygienists Association. They reflect the first articulation of dental hygiene baccalaureate competencies in North America. However, there is little evidence to support baccalaureate graduates acquire these abilities. To examine the confidence levels ofbaccalaureate fourth-year students in their ability to demonstrate the CCBDHPs. This 3-year longitudinal study rated the self-confidence levels of fourth-year students as they neared graduation from the University of British Columbia from 2017 to 2019. It involved an online, anonymous survey using a 5-point scale ranging from not confident to confident. Respondents rated their self-confidence in the 110 sub-competencies articulated within the 13 competency domains of the CCBDHP. Responses were received from 54 of the 70 graduating students for a cumulative 77% response rate. Respondents expressed the most confidence in the competency domains of Clinical Therapy (100%), Collaboration (100%), Disease Prevention (100%), Professionalism (100%), and Oral Health Education (90%) but expressed less confidence in Research Use (73%), Health Promotion (70%), Leadership (67%), Policy Use (20%), and Advocacy (11%). These data suggest that curriculum revisions are needed in 5 domains but such changes may not be sufficient. Transition support may be warranted to assist graduates as they enter practice, while some competencies may be more appropriate for graduate studies. The study contributes to an international discussion about the educational preparedness of baccalaureate graduates, and the boundaries between diploma, baccalaureate and master's education.