Longitudinal effects of utilising photography on the accuracy of ergonomic self-assessments amongst dental hygiene students.

PURPOSE: The purpose of this study was to determine the longitudinal effects of feedback involving photography and self-assessment on the accuracy of ergonomic self-assessments and ergonomic scores amongst dental hygiene students. MATERIALS AND METHODS: The study involved an experimental design. Data collection took place over 4 months, divided into weeks 1-4 and after 3 months. At weeks 1 through 4 and 3 months, all participants completed ergonomic self-evaluations, using a Modified-Dental Operator Posture Assessment Instrument. At week 1, week 4 and 3 months, all participants were photographed, and in weeks 2 and 3, only participants in the training group were photographed and used those photographs to complete ergonomic self-assessments. All participants' photographs were evaluated by three faculty raters. RESULTS: A mixed-design ANOVA of Kappa coefficient values between student and rater scores measured the effects of the feedback with photography on the accuracy of student self-assessments. A main effect for group was not found to be significant (F(1,30) = 2.90, P = .101). A mixed-design ANOVA measured the effects of the feedback with photography on the ergonomic scores. No significant main effects were found (F(1,120) = 1.55, P = .216). CONCLUSION: Although self-assessment utilising photographs resulted in initial improvements in the accuracy of ergonomic self-assessments and ergonomic scores after 4 weeks, both ergonomic accuracy and scores significantly decreased after 3 months. Improvement in ergonomic accuracy and scores may be sustained by the continual facilitated use of photographs and self-assessment by dental and dental hygiene educators.

Comparison of calculus detection among dental hygienists using an explorer and ultrasonic insert.

INTRODUCTION: Periodontal therapy disrupts the biofilm harbouring calculus that triggers inflammation. The explorer is primarily used for calculus detection, and the ultrasonic instrument is primarily used for calculus removal. The efficiency in dental hygiene care may improve if the ultrasonic instrument could be used in both calculus detection and removal. PURPOSE: The purpose of this study was to validate the effectiveness of calculus detection between the Thinsert® ultrasonic insert and the 11/12 explorer. METHODS: Upon IRB approval, this validation study involved three dental hygiene faculty from the Ohio State University Dental Hygiene Program and 30 patient participants from the Ohio State University community. Using both instruments, calculus was evaluated on Ramfjord index teeth and on four possible surfaces per tooth. Data were analysed to evaluate for interrater reliability, intrarater reliability, sensitivity, and specificity. RESULTS: For interrater reliability, the average measure of intraclass coefficient (ICC) value was 0.782 with a 95% confidence interval (CI) of 0.749-0.810 (F(1439, 2878)  = 4.852, P < 0.01). For intrarater reliability, mean Kappa averages were in the full agreement range (κ = 0.726, n = 2160, P < 0.01). When using the Thinsert® for calculus detection, the sensitivity was 75%, specificity was 97%, PPV was 81%, and NPV was 94%. CONCLUSION: Since calculus evaluation was comparable when using the ODU 11/12 explorer and the Thinsert®, efforts can be focused on developing the tactile sensitivity when using the Thinsert® ultrasonic instrument in the assessment, treatment, and maintenance of periodontal disease and the support of oral health. The efficiency in dental hygiene care may improve by using the Thinsert® ultrasonic instrument in both the detection and removal of calculus.

Social Media Use by Dental Hygiene Educators.

Purpose Social media can be an effective tool in health care education. The purpose of this study was to explore dental hygiene educators' familiarity and use of social media platforms and to examine how social media was implemented in dental hygiene education.Methods A 25-item questionnaire was designed to investigate the use of social media by dental hygiene educators. The instrument included demographic data and items addressing personal, professional, and educational use of twelve common social media sites and the respondents' beliefs about social media using a 4-point Likert scale. The electronic questionnaire was distributed by email to 379 dental hygiene program directors in the United States and Canada. Descriptive statistics were used to analyze the data.Results A total of 120 responses were received. While Facebook was the most utilized site for personal use (78.3%), LinkedIn was the most frequently accessed site for professional use (57.5%), and YouTube for educational use (68.3%). There was strong agreement that the interactive nature of online technologies create better learning environments (84.1%). There was also strong agreement that social media use in the classroom invites student participation (77.5%). More than half of the respondents (64.2%) indicated that social media can be an effective method for content delivery.Conclusion Social media is highly utilized for personal use by dental hygiene educators, but less frequently for engagement purposes in the classroom.

Reducing the Risks for Musculoskeletal Disorders Utilizing Self-Assessment and Photography among Dentists and Dental Hygienists.

Purpose: Prolonged muscle strain and repetitive movements in the dental workforce may lead to work-related musculoskeletal disorders (WMSDs). The purpose of this study was to determine whether feedback involving photography and self-assessments would improve the postures and the accuracy of ergonomic self-assessment among practicing dentists and dental hygienists.Methods: convenience sample of dentists and dental hygienists was used for this randomized control design study (n=50). The Modified-Dental Operator Posture Assessment Instrument (M-DOPAI) was used for ergonomic evaluations of the randomly assigned control and experimental (training) groups over a four-week period. All participants were photographed and completed a M-DOPAI without viewing the photographs or receiving feedback at baseline. Participants in the control group independently completed a M-DOPAI without any additional photographs or feedback during weeks two and three. The experimental group had additional photographs taken and completed a M-DOPAI along with the principal investigator. Mixed-design ANOVAs were used to evaluate improvements in ergonomic scores and the accuracy of ergonomic self-assessments.Results: The training group utilizing photography resulted in improvements in ergonomic scores as compared to the control group. Improvements in the accuracy of ergonomic self-assessments was demonstrated among practicing dental hygienists. All participants strongly agreed that it was important to understand and properly apply ergonomics, and to develop accurate ergonomic self-assessment skills for clinical practice.Conclusions: Improving self-awareness for ergonomics through self-assessment can help reduce the risk of developing WMSDs among practicing dentists and dental hygienists.

Impact of a seated-standing protocol on postures and pain among undergraduate dental hygiene students: A pilot study.

Purpose: Although repetitive movements may lead to musculoskeletal pain, static and sedentary postures may be primary contributors to musculoskeletal disorders. The purpose of this pilot study was to determine whether an alternating seated-standing protocol would improve postures, decrease ergonomic risks, and reduce perceived pain scores among dental hygiene students.Methods: Thirty undergraduate dental hygiene students enrolled during the summer term were recruited to participate in the randomized control design pilot study. Participants were randomly assigned to the training (n=15) and control (n=15) groups. The training group alternated between sitting and standing every 30 minutes while providing dental hygiene care. The Modified-Dental Operator Posture Assessment Instrument (M-DOPAI) was used to evaluate ergonomic scores, the Rapid Upper Limb Assessment (RULA) was used to evaluate ergonomic risk, and the Modified-Standardized Nordic Musculoskeletal Questionnaire (M-SNMQ) was used to assess self-reported pain. Photographs were captured and levels of perceived pain were assessed at baseline, week-4, and week-8. Three raters independently evaluated the photographs using the M-DOPAI and RULA. Participants completed a survey about their experiences in the study at the end of week-8. Descriptive statistics and repeated measures ANOVAs were used to analyze the quantitative data; thematic analysis was used to analyze the qualitative data.Results: Although all participants perceived a reduction of pain over the duration of the eight-week study (p<.05), the training group demonstrated no significant differences in ergonomic scores, ergonomic risks, or pain scores at the three time points (p>.05). Qualitatively, participants in the training group perceived that the seated-standing protocol clinically improved their postures and reduced their pain.Conclusion: The results suggest there were minimal impacts of the alternating seated standing protocol on ergonomic scores, ergonomic risks, or perceived pain. More research is needed to determine whether there are objective benefits to an alternating seated-standing protocol.

Relationship between emotional intelligence and professionalism among second-year dental students.

INTRODUCTION: Emotional intelligence (EI) refers to a person's ability to evaluate and manage their personal emotions and the ability to respond appropriately to the emotions of others. Limited evidence exists regarding whether EI is related to professionalism. PURPOSE: The purpose of this study was to evaluate for relationships between EI and professionalism among second-year dental students. METHODS: Using a quantitative cross-sectional research design, the study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist (EQSAC), including 30 questions comprising 6 domains that measured EI; (2) The Patient Management and Professionalism Scale (PMPS), including 10 questions comprising 5 domains that measured professionalism; and (3) Demographic questions. RESULTS: The response rate was 99.2% (n = 117) of second-year dental students. Most EI and professionalism scores were in the moderate range. Female participants had higher domain scores for agreeableness and conscientiousness compared with male participants. Male participants had higher domain scores for emotional stability than female participants. The EI domains were found to be significant predictors of total and domain professionalism levels. CONCLUSION: Understanding methods to improve EI levels may assist dental students in their development of professionalism.

Prevention and Reduction of Musculoskeletal Pain Through Chair-Side Stretching among Dental Hygiene Students.

Purpose: Musculoskeletal disorders (MSD) are among the most commonly reported injuries in the workforce and there is a particularly high prevalence among dental hygienists. Research has shown that the incidence of MSD may begin during students' academic and clinical training. The purpose of this study was to determine the effectiveness of implementing chair-side stretching exercises on self-reported musculoskeletal (MSK) pain among currently enrolled dental hygiene students.Methods: A total of 31 senior dental hygiene students were divided into treatment and control groups during the fall semester. The treatment group completed a series of chair-side stretching exercises, prior to beginning each clinic session, for approximately 10.5 weeks. Participants completed a modified version of the Standardized Nordic Questionnaire at the beginning (week 0), midpoint (week 5), and end of the study (week 10.5). Descriptive statistics were used to analyze the data.Results: There were significant differences in the total MSK pain scores reported between the treatment and control groups (p=0.03) in addition to the hand and wrist pain severity scores (p=0.04). Hierarchical multiple regression revealed a model explaining the 38.2% variance in MSK pain between the groups (p=0.021). A majority of participants in the treatment group felt that chair-side stretching exercises neither improved nor worsened their MSK pain. However, more than one-half of the participants felt that the exercises helped increase their conscious level regarding ergonomic practices while delivering patient care.Conclusion: Findings from this study suggest that consistent chair-side stretching exercises may be beneficial in reducing and preventing MSK pain, particularly within the hand and wrist region. Future research is needed to determine effective interventions to reduce MSK pain, particularly for the neck, shoulders, and lower back during dental hygiene education.

Outcome evaluation of the Dental Health Outreach Mobile Experience (HOME) Coach Program.

BACKGROUND: The Ohio Department of Health identified dental care as the number one unmet health need for Ohio's children. The Dental Health Outreach Mobile Experience (HOME) Coach is a pediatric mobile dental unit that seeks to meet the dental needs of underserved children in the Columbus City Schools. PURPOSE: The purpose was to conduct an outcome evaluation of the Dental HOME Coach Program and to compare the outcomes before (2010-2014) and after (2015-2019) the incorporation of the new Dental HOME Coach. METHODS: Using a longitudinal outcome evaluation research design, the data were analyzed from 10 years of the Dental HOME Coach Program at the Ohio State University (OSU) College of Dentistry during the academic years ending in 2010-2019. RESULTS: A total of 1063 dental students provided dental care to 26469 children in the Columbus City Schools. The top 3 performed procedures were sealants, prophylaxis, and resin composite fillings. Despite significant increases in the number of dental students providing oral health care, there were significant decreases in the number of amalgam fillings and stainless-steel crowns from before to after the incorporation of the new Dental HOME Coach. CONCLUSION: The outcome evaluation revealed the Dental HOME Coach Program has been providing underserved children with oral health care that offers them a dental "home," giving dental students an array of hands-on learning experiences that include pediatric dentistry treatments performed under the supervision of OSU faculty members, and positively impacting the problems of access to oral health care for Ohio's families.

Relationship between emotional intelligence, stress, and burnout among dental hygiene students.

OBJECTIVE: Emotional intelligence (EI) is the recognition and management of emotions within oneself and others. Limited evidence exists that determine whether EI is related to stress and burnout. PURPOSE: The purpose of this project was to determine whether relationships exist between EI, stress, and burnout levels among undergraduate dental hygiene students. METHODS: This study used a quantitative cross-sectional research design. The study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist consisted of 30-questions in 6 domains and measured EI; (2) The Modified Dental Environment Stress Questionnaire consisted of 39 questions in 5 domains and measured stress; and (3) The Maslach Burnout Inventory-Health Services Survey consisted of 22 questions in 3 domains and measured burnout. RESULTS: The responses from 57 participants were used (response rate = 93.3%). A moderate negative correlation was found between self-control and personal stress and a moderate negative correlation was found between empathy and emotional evaluation. Moderate positive correlations were found between self-awareness, empathy, motivation, self-competence, self-confidence, and total EI scores and personal accomplishment. Multiple linear regression analysis found self-control was a significant predictor of personal stress (R2  = .023, P = .023); empathy and self-competence were significant predictors of clinical stress (R2  = .085, P = .034); empathy and self-awareness were significant predictors of emotional exhaustion (R2  = .071, P = 0.006); and empathy was a predictor of personal accomplishment (R2  = .150, P = 0.002). CONCLUSION: Subcomponents of EI were found to be significant predictors of stress and burnout levels. Future research is needed to improve EI levels to tolerate stress and minimize burnout levels.

Impact of emotional intelligence training in a communication and ethics course among second-year dental students.

Emotional intelligence (EI) involves the awareness and management of personal and others' emotions. Although EI has been found to be positively associated with the academic performance of dental students, limited evidence exists regarding methods to improve the EI among dental students. PURPOSE: The purpose of this study was to determine whether the inclusion of EI training in a communication and ethics course would improve EI levels among dental students. METHODS: Upon institutional review board exemption, this study used a pre-test/post-test research design. Second-year dental students, enrolled in a Communication and Ethics in Dentistry course, were invited to participate. Participants completed a survey of demographic questions and a 30-item Emotional Quotient Self-Assessment Checklist at the beginning and end of the course. Participants received reports of their pre-test and post-test EI scores. RESULTS: Of the 120 enrolled, 97.5% (n = 117) completed the pre-test survey and 91.7% (n = 110) completed the post-test survey. Independent samples t-tests revealed significant improvements in EI scores from pre-test (M = 111.9, SD = 9.8) to post-test (M = 118.8, SD = 11.2) (P < 0.001). About 75% of participants agreed that knowing their EI scores was helpful in general, knowing their EI scores was helpful in the classroom setting, and the course content and course activities helped the improvement of EI scores. Nearly 90% of participants agreed that knowing their EI scores would be helpful in the clinical setting. CONCLUSION: Future research should evaluate the longitudinal effects and impact of the EI training to determine how EI should be addressed in the overall dental curriculum.

Association between emotional intelligence and professionalism among dental hygiene students.

INTRODUCTION: Emotional intelligence (EI) includes the ability to evaluate and govern the emotions of oneself and others. Limited evidence exists in determining whether EI is related to professionalism. PURPOSE: The purpose of this study was to determine whether relationships exist between EI and professionalism among undergraduate dental hygiene students. METHODS: Using a quantitative cross-sectional survey research design, the study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of EI; (2) The Patient Management and Professionalism Scale (PMPS) included 10 questions measuring 5 domains of professionalism; and (3) Demographic questions. Descriptive statistics, correlational statistics, and multiple linear regression were used to analyze the data. RESULTS: The responses from 49 participants were used, which represented a response rate of 80.3%. Most undergraduate dental hygiene student participants had EI and professionalism scores in the moderate range. Total EI scores were significant predictors of total professionalism scores (P < 0.001) and EI domain scores were found to be significant predictors of professionalism domain scores (P < 0.01). CONCLUSION: Since EI was found to be a predictor of professionalism, improving EI levels may bolster the development of professionalism among undergraduate dental hygiene students. Further research should utilize a larger population of dental hygiene students across multiple institutions.

Relationships between the postures of dentists and chairside dental assistants.

INTRODUCTION: Dental professionals have been encouraged to maintain their neutral postures throughout their workday in order to maintain a healthy musculoskeletal system. However, with 4-handed dentistry, maintaining neutral postures becomes more challenging when the dentist and dental assistant work concurrently alongside the patient to complete dental procedures. PURPOSE: The purpose of this study was to determine whether relationships exist between the postures of dentists and dental assistants. METHODS: Upon institutional review board approval, this study used a cross-sectional research design of a convenience sample of 31 unique pairings of dentists and dental assistants. The Modified-Dental Operator Posture Assessment Instrument (M-DOPAI) and Rapid Upper Limb Assessment (RULA) were used to assess ergonomic scores and ergonomic risks of captured photographs of dentists and dental assistants performing 4-handed dentistry. The data were analyzed using descriptive statistics and correlational analysis. RESULTS: The dentists and dental assistants demonstrated higher ergonomic scores for the trunk, head, and arm positions and higher ergonomic risk scores for the neck/trunk/leg positions. The head position of dental assistants was positive correlated with hip position of dentists. The shoulder position of dental assistants was negatively correlated with the head position of dentists. CONCLUSION: Ergonomic risks scores indicated further investigations and potential changes in postures to reduce ergonomic risks. Multiple postural components of the dentists and dental assistants were related. Ergonomic training should include consideration of dentists and dental assisting working concurrently in 4-handed dentistry. More ergonomic training is needed with 4-handed dentistry among dental and dental assisting students and faculty members.

Evaluation of an e-book assignment using Fink's Taxonomy of Significant Learning among undergraduate dental hygiene students.

CONTEXT: With significant learning experiences, students undergo positive, substantial, and lasting influences on their personal and professional lives. With grant support from The Ohio State University's Affordable Learning Exchange Program, students created e-book chapters for a Current Concepts in Dental Hygiene as a significant learning experience. OBJECTIVE: The purpose of this study was to evaluate the impact of an e-book chapter creation project on the learning of undergraduate dental hygiene students using Fink's Taxonomy of Significant Learning. DESIGN: Upon IRB exemption, this study involved a mixed-methods, cross-sectional research design involving a survey of attitudinal and reflective questions. The data were analyzed using descriptive statistics and thematic analysis. RESULTS: The data from 100% (n = 41) of the dental hygiene students enrolled in the Current Concepts in Dental Hygiene course were analyzed. Most students recognized the alignment of the 6 scaffolded assignments with the 6 domains of Fink's Taxonomy of Significant Learning. Most students agreed the project focused on foundational knowledge (68.8%, n = 27), promoted active learning (73.2%, n = 30), applied to real life problems (63.4%, n = 26), and provided life lessons (56.1%, n = 23). Thematic analysis revealed students appreciated the teamwork involved and the scaffolding of assignments, recognized the challenges of inconsistent feedback and technical issues with the software, and felt that more faculty guidance and technical support would have improved their experiences. CONCLUSION: Future research should evaluate the impact of using Fink's Taxonomy of Significant Learning with the design of courses or course-long projects on the education of dental and dental hygiene students.

Experiences and attitudes of dental hygiene faculty regarding the mentorship of undergraduate student research.

PURPOSE: Research remains a strong emphasis in entry-level dental hygiene programs as mandated by the Commission on Dental Accreditation. However, more exploration is needed to understand the faculty mentor and student research mentee relationship specific to undergraduate dental hygiene students. The purpose of the study was to identify factors and attitudes of undergraduate faculty influencing their level of interest in mentoring undergraduate student research. METHODS: Using a cross-sectional survey research design, a non-probability sample of dental hygiene faculty from U.S. dental hygiene programs were asked questions about their experiences and attitudes about mentoring undergraduate student research. RESULTS: From the 248 survey invitations sent to dental hygiene program directors, 68 of the 75 responses received were analyzed. Fifty-six percent (n = 38) of respondents mentored undergraduate research and 77% (n = 52) of respondents expressed interest in mentoring undergraduate research. Full-time faculty (>75% FTE), mid-career faculty (7-20 years) and late-career faculty (>20 years) were more likely to have mentored undergraduate research. Mentors of undergraduate research were more likely to enjoy teaching students about research more than faculty without mentorship experience. Faculty members with interest in research mentorship were more likely to enjoy teaching students about research and help students become better prepared for graduate studies than faculty not interested in research mentorship. Experience with mentoring student research, early-career status (<7 years), and mid-career status (7-20 years) were significant predictors of interest in mentoring student research. CONCLUSION: Efforts should be directed to identifying and providing support for faculty mentors of undergraduate student research.

Process and outcome evaluation of the Oral Health Improvement through Outreach (OHIO) Project.

Academic dental institutions serve a foundational role in meeting the oral health needs of Americans through community-based learning experiences. PURPOSE: The purpose of this study was to longitudinally evaluate an ongoing primary objective of the Oral Health Improvement through Outreach (OHIO) Project Program, which is to build strong partnerships between The Ohio State University (OSU) College of Dentistry (CoD) and community-based dental facilities and increase access to dental care for underserved populations. METHODS: Upon exempt Institutional Review Board approval (2004H0067), a longitudinal evaluation study was conducted of 15 years of the OHIO Project during the 2004-2019 academic years. Descriptive statistics were used to evaluate the OHIO Project using process and outcome evaluation methods. RESULTS: The data from 107,510 patients were analyzed. Process evaluation revealed the OHIO Project has been reaching the target population of communities with dental care needs and limited access, as evidenced by the main methods of patient payment/non-payment and the quantity of completed restorative/oral surgery procedures. Outcome evaluation revealed the OHIO Project has been building strong partnerships between the CoD and communities to address dental care needs and improve access, as evidenced by the increased number and distribution of the community-based facilities throughout Ohio. CONCLUSION: Process and outcome evaluation revealed the OHIO Project has been meeting its primary goal of building strong partnerships between the CoD and OHIO Project community-based facilities to address the basic dental needs and increase access for Ohio residents. Future research is needed to evaluate the dental student impact of providing community-based care.

Improving the Awareness of Musculoskeletal Disorder Risks Among Dental Educators.

Prolonged and static postures among dental workforce personnel may lead to work-related musculoskeletal disorders (WMSDs). The aim of this study was to determine whether feedback involving photography and self-assessment would improve dental educators' postures and accuracy of ergonomic self-assessment. This study used a randomized control design. The Modified-Dental Operator Posture Assessment Instrument (M-DOPAI) was used for all ergonomic evaluations over a four-week period at one U.S. dental school. At week 1, all 30 participating dental educators were photographed and completed an M-DOPAI without viewing the photographs. In weeks 2 and 3, the educators in the control group (N=15) completed an M-DOPAI without any additional photographs. The educators in the training group (N=15) had additional photographs taken and used the photographs to complete an ergonomic self-assessment with the principal investigator. From week 1 to week 4, the ergonomics training utilizing photography resulted in improvements in the dental educators' ergonomic scores but not the accuracy of their ergonomic self-assessments. All participants strongly agreed it was important for both dental students and dentists to understand proper ergonomics, properly apply proper ergonomics, and have accurate ergonomic self-assessment skills in clinical practice. Although these dental educators valued ergonomic principles, they lacked training in applying these principles with dental students. Without additional training in ergonomics and self-assessment, the development of these skills in dental students will be affected.

Maxillary Lateral Incisor Injection Pain Using the Dentapen Electronic Syringe.

INTRODUCTION: When patients express fear and anxiety about dentistry, 1 main source involves the administration of local anesthetic. The Dentapen (Septodont, Lancaster, PA) is a computer-controlled local anesthetic device that regulates the rate of anesthetic deposition to reduce pain associated with dental injections. The purpose of this study was to evaluate differences in perceived pain during the administration of local anesthesia of the maxillary lateral incisors using the ramp-up and continuous injection modes of the Dentapen. METHODS: This study used a randomized, controlled, double-blind, crossover, experimental design. The investigators randomly assigned the order of the teeth (#7 or #10) and the 2 delivery modes (continuous or ramp-up). Participants completed a Corah dental anxiety scale at each visit and were injected on 2 separate visits at least 2 weeks apart. After each injection, participants rated their perceived pain using a Heft-Parker visual analog scale at needle insertion, needle placement, and solution deposition. Repeated measures analysis of variance was used to determine differences in perceived pain between the 2 modes. RESULTS: The data from 116 participants were analyzed. The perceived pain at deposition with the ramp-up mode (mean = 51.98, standard deviation = 30.04) was less than the continuous mode (mean = 59.98, standard deviation = 36.28) although not statistically significant (F1230 = 2.569, P > .05). Clinically, the perceived pain with the ramp-up mode was in the mild range (<54 mm), whereas the mean perceived pain with the continuous mode was in the moderate/severe range (>54 mm). CONCLUSIONS: Further research should evaluate whether the ramp-up mode could be used to reduce the pain perceived with other dental injections.

Process, outcome, and impact evaluation of the ohio state university DentPath postbaccalaurate program.

Despite the progress in increasing racial and ethnic diversity in dental school programs in the United States, minority dental students still remain underrepresented when compared with the total population. As a result, dental education programs have been attempting to increase the number of students from underrepresented and underserved communities in their programs. PURPOSE: The purpose of this study was to conduct process, outcome, and impact evaluations of the Ohio State University (OSU) College of Dentistry's (CoDs) DentPath Program. METHODS: Upon Institutional Review Board approval, this study utilized a computer-assisted telephone interview research design of graduates from the OSU CoD DentPath Program. Forty closed and open-ended questions were asked during the structured interview. Descriptive and thematic analyses were used to analyze the data. RESULTS: The data from 25 eligible graduates were analyzed, which represented a 100% response rate. Process evaluation revealed 100% (n = 25) of the participants expressed satisfaction with their DentPath experiences and recommendations for improvement were provided. Outcome evaluation revealed the participants treated patients using Medicaid (range: 20%-90%, n = 5) or a sliding scale (range: 5%-85%, n = 3) for payment and 36% (n = 9) of the participants regularly treated underserved populations outside of their regular practice settings. Impact evaluation revealed 68% (n = 17) participants reported the DentPath Program had no impact on their practice location. CONCLUSIONS: Future research is needed to determine methods to promote the transition of DentPath students through dental school and into underserved communities.

Association Between Critical Thinking and Academic Performance in Dental Hygiene Students.

Critical thinking is a key element of complex problem-solving that facilitates health professionals' clinical practice and professional behavior. Despite the importance of critical thinking, the measurement of critical thinking skills and its associations with academic performance remains a challenge. The aim of this study was to determine the associations between critical thinking and academic performance among undergraduate dental hygiene students. All 63 third- and fourth-year baccalaureate degree dental hygiene students (Class of 2018 and Class of 2017, respectively) in The Ohio State University Dental Hygiene Program were invited to participate in this quantitative, cross-sectional research study. Critical thinking was measured with the California Critical Thinking Disposition Inventory (CCTDI) and the Health Sciences Reasoning Test with Numeracy (HSRT-N). A total of 45 students completed the two tests, for an overall response rate of 71.4%. For the Class of 2018, the response rate was 90.6% (n=29), and for the Class of 2017, the response rate was 51.6% (n=16). The results showed the CCTDI and HSRT-N scores were higher for the Class of 2017 than the Class of 2018, suggesting that critical thinking skills were being developed across the course of the curriculum. The CCTDI was not significantly correlated with or a predictor of academic performance. The HSRT-N was more correlated with clinical performance than was the CCTDI, and HSRT-N components were found to be predictors of clinical performance. Continued attention is needed in the development and measurement of critical thinking skills to improve the academic and clinical performance of undergraduate dental hygiene students.

Motivations and Challenges Towards Research Activities Among Undergraduate Dental Hygiene Students.

Purpose: Research is integral to dental hygiene practice, graduate education, and the advancement of the dental hygiene profession. The purpose of this study was to identify the motivations and challenges toward participation in research activities as perceived by undergraduate dental hygiene students.Methods: A nonprobability sample of undergraduate dental hygiene students from across the United States was used for this cross-sectional, electronic survey. Inclusion criteria were students entering their final year of their dental hygiene education program. Descriptive and inferential statistics were used to analyze the data.Results: A total of 333 respondents met the inclusion criteria (n=313). The most frequently cited motivations for participation in research were a good method to contribute to patient care, to improve understanding of medical/academic terms, an interest in developing transferable skills, and a necessary competency a future clinical career. The most frequently cited barriers were lack of time, lack of funds to conduct research projects, lack of formal research courses in curriculum and a lack of interest in research. Significant relationships were found between participation in research activities and education in research (p<.001) and the type of dental hygiene degree program and participation in research activities (p<.01). Students with previous research experience were significantly more likely to be encouraged by previous participation in research experiences than students without previous research experience (p<.01).Conclusion: Understanding the perceived motivations and challenges for research among undergraduate dental hygiene students, can help direct efforts to foster interest and overcome barriers to pursuing future research activities.