Motivations for and outcomes of graduate education amongst dental hygienists: A pan-Canadian study.

OBJECTIVES: Motivations and career outcomes of dental hygienists with baccalaureate degrees have been recently reported; however, few studies have explored Canadian dental hygienists pursuing graduate education. There is limited evidence to inform career outcomes and motivating factors for advanced education, limiting knowledge of how professional outcomes have evolved alongside advancements in graduate program offerings. This study focused on understanding motivating factors to pursue graduate education and the professional outcomes of dental hygienists with graduate degrees. METHODS: This nested online anonymous survey was conducted between November and December 2021 with dental hygienists who graduated from one of four Canadian baccalaureate-level dental hygiene degree programs and had further indicated that they were pursuing or had obtained additional graduate-level education (n = 60). Participants were asked to report on any advanced graduate-level education. Open-ended questions on graduate degree education were analysed through thematic analysis. RESULTS: Motivations for pursuing graduate degrees were influenced by personal and professional preferences. Master's degree recipients cited expanded career opportunities, alternate interests, convenience, and dissatisfaction with/desire to leave clinical practice as major motivators. Doctoral degree holding dental hygienists identified expanded/alternate career opportunities as major motivation but also cited program convenience as an influencer. The availability of distance and flexible programming is a novel finding that positively influences the pursuit of advanced education. CONCLUSION: Dental hygienists are pursuing graduate education to expand their scope of knowledge and create new career opportunities. Graduate degree programs that accommodate work-life balance through flexible and online offerings are very attractive to dental hygienists.

Efficacy of a new protocol for the prevention of work-related musculoskeletal disorders in dental hygiene students: A pilot randomized controlled trial.

OBJECTIVE: The purpose of this pilot randomized controlled trial (RCT) was to assess the efficacy of a new muscle stretching and strengthening protocol for the prevention of work-related musculoskeletal disorders (WMSD) in dental hygiene students. METHODS: Students attending the 2nd and 3rd year of a Dental Hygiene Degree Course of a University Hospital were randomly allocated into treatment group (muscle stretching and strengthening sessions) and control group (no treatment). Nordic Musculoskeletal Questionnaire (NMQ), quality of life, the intensity of the pain and the Global Perceived Effect (GPE) Scale were assessed at the baseline (T0), after 4 weeks (T1) and after 16 weeks (T2). RESULTS: Of 37 subjects screened for eligibility, 28 patients (aged 28.25 ± 8.89 years) were enrolled and divided into treatment and control groups. The NWQ showed significant between-group differences in the following regions from T0 to T2: neck (p = 0.0003), shoulders (p = 0.0057) and lower back (p = 0.0136). In terms of pain, a significant between-group difference was reported from T2 (p < 0.001). The GPE demonstrated that the average satisfaction related to the performed treatment was 1.4 ± 0.63. CONCLUSION: The present pilot RCT demonstrated the efficacy of stretching associated with muscle strengthening in decreasing the risk of WMSD, especially for the neck, shoulders and lower back. The potential strength of this model is related to the possibility to perform stretching exercises chairside at work during scheduled breaks, in addition to complementary muscle strengthening sessions at home. Future RCTs are necessary to better investigate the role of this protocol for WMSD prevention.

Evaluation of dental hygiene learning outcomes through smartphone-based educational slides targeting dental hygienists: A pilot study.

OBJECTIVE: Education reflecting fundamental knowledge is required for competent health care providers, but often lectures are not available for this purpose. This study aimed to evaluate the dental hygiene learning outcomes following the presentation of web-based slides on a smartphone to dental hygienists. METHODS: A two-group nonblinded quasi-experimental design was used for this study. Forty-six dental hygienists were assigned to a study (n = 31) or control group (n = 15). The study group viewed 22 slides on fundamental oral health knowledge using smartphones. Pre and postviewing tests (score range: 1-13) and a questionnaire were conducted to evaluate knowledge acquisition and to receive feedback from participants. Differences between the study and control group and intrastudy group differences were statistically evaluated. RESULTS: The fundamental knowledge of dental hygienists improved after viewing the slides: the study group had a significantly higher mean score than the control group (10.87 vs. 6.60; p < 0.001). Study group participants also had substantially higher post-test than pretest knowledge scores (mean 10.87 vs. 6.26, p < 0.001). In the questionnaire, more than 85% of the participants answered that the content of the slides would be useful in their clinical practice. CONCLUSION: Smartphone-based educational slides were beneficial for conveying fundamental and recent oral health knowledge to dental hygienists.

A comparison of Generation Z and Millennial dental hygiene students' preferred learning styles.

OBJECTIVES: Learning styles have been studied in dental and generational research, but research has been limited with Millennial and Generation Z dental hygiene students. The purpose of this quantitative comparative study was to determine if and to what extent there was a difference between Generation Z and Millennial dental hygiene students' preferred learning styles. METHODS: First- and second-year dental hygiene students attending three programs located in Southern California were invited to participate in the study. Additional participants were recruited through dental hygiene social media sites. The 44 item Felder-Soloman Index of Learning Styles (ILS) was administered via an online survey platform. Millennial and Generation Z participants were compared on the four dimensions of the ILS: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. The data were analysed using descriptive statistics and the independent samples t-test. RESULTS: A total of 150 dental hygiene students agreed to participate; Millennials (n = 61), Generation Z (n = 89). There was no significant difference between Millennial and Generation Z students in the active/reflective, sensing/intuitive, or sequential/global dimensions (p > 0.05); both cohorts preferred the active, sensing, and sequential learning styles. There was a statistically significant difference in the visual/verbal dimension with Millennials indicating a significantly greater preference for the visual learning style than Generation Z (p = 0.04). CONCLUSION: There may be differences between the learning styles of Millennial and Generation Z dental hygiene students. The finding that Generation Z students differ significantly from Millennials on the visual-verbal dimension may indicate a shift toward the verbal dimension learning style that needs further study.

Trends in dental hygiene academic leadership development: Influencers, barriers, and enabling mechanisms.

PURPOSE: This quantitative exploratory study was designed to learn about trends and forces impacting leadership development (LD) opportunities for dental hygiene (DH) program directors. METHODS: A 10-item electronic survey was created and disseminated using Qualtrics system to directors of all accredited DH programs in the United States (N = 325). Surveys included closed and open-ended response items to capture quantitative and qualitative data. The analysis included descriptive statistics and thematic categorization of free responses. RESULTS: Eight-two surveys were returned (25% response rate). Leadership development training experiences varied among participants; 79% (n = 65) reported completing some form of LD training. Institutional support was variable among the DH program directors, yet most (76%, N = 62) indicated some level of school support for LD training opportunities for DH program directors. Feedback indicated that most options included campus-sponsored courses or events (28%, N = 47), professional association courses or events (24%, N = 40), and programs within the school, department, or division (24%, N = 40). CONCLUSION: Study findings support positive perceptions of the need, demand, and value of LD. Respondents shared beliefs in the benefits of LD and the value of placing resources to support these opportunities, yet also acknowledged substantial challenges including time, funding, and workforce needs. By addressing barriers and capitalizing on driving forces, programs can create systemic approaches to fostering LD for current and future DH program directors.

Relationship between career education experience among final-year dental hygiene students and their perspective towards work and profession: A nationwide survey in dental hygiene schools of Japan.

OBJECTIVES: This study aimed to clarify the relationship between the experience of receiving career education among final-year dental hygiene students and their views regarding their work and profession, as part of research on the working style of dental hygienists. METHODS: An anonymous, self-administered survey was sent by post to all the 162 dental hygienist schools in Japan with dental hygiene students in their final year in November 2019. The main questions were regarding student attributes, career aspirations, their perspective on work and profession and whether or not they received career education at a dental hygienist training school. Analysis was conducted by cross-tabulation and logistic regression. RESULTS: Completed questionnaires were sent to us by 150 schools (response rate 92.6%), with a response from 6,270 students. The students who had received career education had significantly higher awareness and plans for the profession and a positive attitude towards the work (p < 0.01). Following adjustment for age, sex, educational attainment, length of the course of study and timing of class the results shows that there was a significant relation between the experience of the career education with having future plans (odds ratio = 2.11, 95% confidence interval = 1.88-2.38, p < 0.01). CONCLUSIONS: It was observed that the experience of receiving career education just before graduating from dental hygienist school was related to an increased positive attitude of the students towards their work and profession. Further long-term investigations are necessary to evaluate the effects of career education among dental hygiene students and their attitude towards their profession.

The role of an educational vignette to teach dental students on issues of substance use and mental health disorders in patients at the University of British Columbia: an exploratory qualitative study.

BACKGROUND: Inverted classroom approaches and the use of vignettes have been suggested in health care education. The objective of this study was to use an educational vignette to discuss issues of stigma around substance use and mental disorders within undergraduate Doctor of Medicine in Dentistry (DMD) and Bachelor of Dental Science in Dental Hygiene (BDSc-DH) students at the University of British Columbia, Canada. Our research question was "how can an educational vignette, depicting a fictitious patient with a history of substance use and mental health disorders accessing dental care, promote an open dialogue about stigma?" METHODS: An educational vignette was developed based on individuals' lived-experiences with a variety of substance use and/or mental health disorders. This vignette was used to generate in-class discussion involving all the DMD and BDSc-DH undergraduate students enrolled between 2015/16 and 2018/19 who attended a mandatory 2.5 h didactic session using an inverted classroom approach. Students were also encouraged to provide a post-class voluntary written reflection, between 200 and 300 words, around stigma. The authors took written field notes on students' response to the vignette and used excerpts from students' de-identified reflections to illustrate the impact of such an educational tool. RESULTS: A total of 323 DMD and BDSc-DH students attended the didactic sessions between 2015/16 and 2018/19, and 148 reflections were submitted over the same time period. The inverted classroom approached showed to be engaging and collaborative. The vignette promoted open dialogue and was determined to be a conducive tool to generate in-class discussion and reflection. Major themes from the textual data included 'exploring power relations' and 'patient-centered care approach to counteract stigma'. The vignette also enabled the discussion of positive experiences characterized by empathy, reassurance and communication, although it might not have prompted all students to participate in class or in writing the reflections. CONCLUSION: The inverted classroom approach and the vignette seemed to be an effective way to facilitate dialogue and reflection for most students. This study highlighted the need to explore innovative ways in which to continuously prepare current and future oral health care providers to professionally address the needs of patients with a history of substance use and/or mental health disorders.

Students' motivating influences for selecting dental hygiene and a 4-year degree: A retrospective study.

PURPOSE: A growing body of research is exploring why applicants select to enrol into a 4-year dental hygiene degree in Canada when the entry-to-practice credential remains a diploma. The aims of this study were to investigate first-year entry-to-practice students' motivating influences for choosing the dental hygiene profession and enrolling in a baccalaureate program. METHODS: Between 2013 and 2018, first-year students in the University of British Columbia's Bachelor of Dental Science program completed orientation surveys. A secondary data analysis was conducted on a total of 127 orientation surveys from a cumulative first-year population over a 5-year period. 159 students participated in the surveys for an 80% response rate. Survey questions were open-ended. Saldaña's approach to coding was used to analyse the descriptive data for emerging themes. RESULTS: The primary reasons for choosing dental hygiene as a profession included personal desire (65%) which involved students' desire to help others, as well as past experience (32%) relating to personal, goal or external experiences. Two prominent themes for choosing a dental hygiene degree emerged and included expanding career opportunities outside of clinical practice (82%) and broadening and deepening one's knowledge base (34%). CONCLUSIONS: The results provide insight about the factors that influence prospective dental hygiene students to pursue a baccalaureate credential that is presently beyond the entry-to-practice requirements for the dental hygiene profession in Canada.

Dental hygiene graduates' educational preparedness: Self-confidence ratings of the CDHA baccalaureate competencies.

PURPOSE: In 2015, the Canadian Dental Hygienists Association (CDHA) published the first Canadian Competencies for Baccalaureate Dental Hygiene Programs (CCBDHP). To date, there is little evidence to support that baccalaureate graduates have gained these abilities. The purpose of the study was to investigate the confidence levels of baccalaureate graduates in their ability to demonstrate the CCBDHP. METHODS: An online, anonymous study was conducted with the 2013-2016 graduates of the University of British Columbia to rate their confidence level in the 13 competency domains and associated 110 sub-competencies of the CCBDHP based on a 5-point scale ranging from not confident to confident. RESULTS: Thirty of the 84 graduates responded to the survey for a 36% response rate. The mostly confident and confident scores were added to determine the number of sub-competencies within each domain in which 75% to 100% of respondents identified such confidence. The competency domains in which graduates expressed the highest confidence included Collaboration (100%), Communication (100%), Clinical Therapy (100%), Disease Prevention (100%), Oral Health Education (90%), Professionalism (90%), Research Use (90%) and Leadership (90%). They expressed the least confidence in the competency domains of Health Promotion (50%), Advocacy (22%) and Policy Use (0%). CONCLUSION: These data provided the UBC faculty with important insights into the educational preparedness of baccalaureate graduates. The findings are also relevant for other Canadian programmes and contribute to a larger national dialogue about the CCBDHP and the transition of graduates into practice.

Development and evaluation of e-learning materials for dental hygiene students in six schools: Using smartphones to learn dental treatment procedures.

OBJECTIVE: The purpose of this study was to develop and evaluate the effectiveness of using e-learning on smartphones to provide dental hygiene education on dental treatment procedures. METHODS: This was a randomized controlled trial. Two-hundred ninety-three dental hygiene students in four universities, one junior college and one technical school took a preliminary examination, and based on the results, participants in each school were randomly divided into two groups, a test or control group. Both groups took pre- and post-examinations at a 4-week interval. The test groups learned dental treatment procedures and four-handed techniques with interactive learning materials using smartphones. The learning materials allowed them to watch videos of dental treatments. The control groups were not provided any learning material. RESULTS: Results of all schools combined showed that the changes from pre- to post-examination scores in the test groups were significantly higher than those of the control groups (p < .05). Post-examination scores were significantly higher than pre-examination scores in the test groups in all schools (p  < .05). Also, post-examination scores of the test groups were significantly higher than those of the control groups (p < .05). The changes from pre- to post-examination scores in the test groups of two schools were significantly higher than those of control groups (p < .05). Post-examination scores of the control groups in two schools were significantly higher than pre-examination scores (p < .05). CONCLUSIONS: Learning dental treatment procedures through e-learning on a smartphone was effective in developing participants' understanding of dental treatment procedures and four-handed techniques.

Dental hygiene students and faculty attitudes and utilization of a single source electronic textbook platform.

OBJECTIVE: Transitioning to interactive e-textbooks has been considered revolutionary for enhancing student learning. However, adopting this technology has been met with hesitation. This study investigates student and faculty attitudes and utilization of mandatory e-textbooks in a dental hygiene program. METHODS: In 2017, an online questionnaire was distributed to students and a focus group was conducted with faculty to examine their perspectives about using VitalSource™. Using a 5-point Likert scale with five indicating strongly agree, the questionnaire examined convenience; compatibility with learning style; perceived enjoyment; and usefulness. Open-ended questions captured benefits and challenges. The focus group gathered faculty perspectives. Questionnaire data were analysed using descriptive statistics. Data from the open-ended questionnaire questions and focus group transcript followed a narrative analysis process. RESULTS: Survey response was 48% (n = 105). Students scored all factors below neutral. Results from four categories showed convenience (M = 2.75, SD = 0.92); compatibility (M = 1.93, SD = 0.83); perceived effectiveness (M = 2.15, SD = 0.90); and perceived usefulness (M = 2.36, SD = 1.04). A high correlation between all factors suggests they were uniformly rated by students. Majority of students (71%) did not use a textbook greater than once a month. Narrative analysis revealed few benefits; challenges included technical glitches, eyestrain, cost and inability to choose books as desired. Faculty's perspectives aligned with the students, but they appreciated portability of texts and quality of clinical images. CONCLUSIONS: Students strongly disliked the platform and the online medium and do not frequently access e-textbooks but rely on PowerPoint handouts for studying. Faculty felt e-textbooks do not align with positive learning experiences.

Motivating influences and ability-based outcomes of dental hygiene baccalaureate education in Canada.

BACKGROUND: There is a scarcity of studies on Canadian baccalaureate dental hygienists. As discussions about baccalaureate education for dental hygiene continue on a national level, examining outcomes of earning a dental hygiene degree is paramount. OBJECTIVE: To investigate the motivating reasons and ability-based outcomes of earning a Bachelor of Dental Science in Dental Hygiene (BDSc) degree from the University of British Columbia (UBC), Canada. METHODS: UBC dental hygiene entry-to-practice (ETP) and degree-completion (DC) graduates (n = 116; 32%) from 1994 to 2016 participated in an online mixed-methods survey. Survey questions explored motivating reasons for pursuing dental hygiene degree education and abilities gained during their degree. RESULTS: Primary reasons for pursuing a degree were personal satisfaction (82%), increasing knowledge base (82%), increasing employment opportunities (78%), status/recognition of a degree (76%), accessing graduate education (68%) and improving critical thinking abilities (61%). For DC graduates, abilities strengthened included enhanced skills for appraising research (92%), enhanced critical thinking and problem-solving skills (90%), enhanced skills for retrieving scientific information (88%) and increased value for lifelong learning (84%). Enhanced abilities positively influenced client care in the areas of evidence-based decision-making, communicating information to clients, and collaborating with other professionals. Overall, 93% of respondents believe a baccalaureate degree should be the ETP credential for dental hygiene because it enhances critical thinking and better prepares graduates for diverse roles in society with more complex populations. CONCLUSION: The results highlight the impact of baccalaureate education on dental hygiene practice in Canada.

Dental hygiene education exceeds the degrees granted: A pilot study.

OBJECTIVE: Despite expansion of the scope of practice and clinical responsibilities of dental hygienists since 1945, the degrees granted for dental hygiene remain the same. The majority of dental hygienists complete 4 or even 5 years of college to receive an associate's degree while a few earn a baccalaureate degree. The aim of this study was to determine whether an associate's degree appropriately matches the current level of dental hygiene education. METHODOLOGY: This retrospective, analytical pilot study compared contact hours required for dental hygiene programmes in 1945 and three community college dental hygiene programmes and one university programme in Arizona currently. Comparisons were made to determine the relationship between contact hours and credits granted today and how these credit levels relate to the degrees conferred. RESULTS: Today, an associate's degree requires 60 credits. Descriptive statistics revealed that 2-year dental hygienists in 1945 completed the equivalent of 112 contact hours compared to 157 contact hours for associate degree dental hygienists today, a difference of 45 contact hours. Bachelor degree dental hygienists complete 170 contact hours, a difference of 13 contact hours more than associate degree dental hygienists today. This pilot study is limited by the small sample size of dental hygiene programmes included. Further studies are needed that include a broad diversity of dental hygiene programmes. CONCLUSION: Dental hygiene education has grown and expanded significantly since 1945, surpassing the requirements for a 2-year associate's degree.

Dental hygiene education in Germany: Between economics and emotions.

OBJECTIVES: To date, there is still no IFDH approved dental hygienist (DH) education model in Germany. Nevertheless, opportunities to complete vocational DH education courses have substantially increased within the last two decades. However, the content and quality of these courses vary greatly and are difficult to survey. The purpose of this article therefore was to present an overview of the education programmes offered in Germany as of March 2017. METHODS: A formal request was sent to all education establishments for details of such courses, and a systematic internet search was performed covering the DH education topic in Germany. RESULTS: Ten vocational education programmes were found, most of them organized by local dental chambers. One private provider offers a Bachelor Degree in Dental Hygiene on completion of a course which runs over 2 or 3 ys. Details of contents, objectives and concise ratings or comparisons of the various courses are scarce, although in principle all should meet the same quality standards. CONCLUSION: For dental hygiene students, patients and dentists, it is hard and unsatisfactory to get a clear overview of the types and the quality of DH education which can be achieved in Germany. A solution for this dilemma would appear to be essential. However, due to the peculiarities of German legislation as well as the complex sphere of vested interests, it is impossible to predict if or when the situation will change for the better.

Theoretical and hands-on guidance from dental hygienists promotes good oral health in elderly people living in nursing homes, a pilot study.

OBJECTIVES: Oral health in nursing homes for elderly is often unsatisfactory, and oral health education to nursing staff has not shown sufficient results why there is need for novel approaches. The aim of the study was to trial a new oral healthcare educational programme and to evaluate the effects on residents' oral health. In addition, attitudes among the nursing staff in the intervention nursing home were explored. METHODS: In a controlled clinical trial, two comparable nursing homes were randomly assigned for intervention or control. Interventions included weekly theoretical and hands-on guidance from dental hygienists on oral hygiene procedures and discussions on oral care routines. The residents' oral health, measured by the Revised Oral Assessment Guide (ROAG), dental plaque and gingival bleeding were evaluated at baseline and after 3 months. Attitudes among the staff to oral health care were measured at the intervention nursing home. RESULTS: Revised Oral Assessment Guide gums and lips scores showed a tendency to decrease in the intervention group, but remained high in the control group. Plaque levels improved significantly after intervention, and a trend towards less gingival bleeding was observed. The intervention nursing staff seemed to be more aware of their own limitations concerning oral health care after intervention and valued more frequent contact with dental services to a greater extent. CONCLUSIONS: The oral healthcare situation for elderly people today is so complex that theoretical education at the group level regarding different aspects of oral health is not sufficient. Individual hands-on guidance by dental hygienists on a regular basis in everyday care may be a new approach.

Dental hygienists' perceptions of professionalism are multidimensional and context-dependent: a qualitative study in Japan.

BACKGROUND: Due to the declining birth rate and aging of Japanese society, the roles and responsibilities of dental hygienists are continuously expanding. Medical professionalism needs to be pursued continuously throughout one's career in order to improve dental care and treatment. Although conceptualising professionalism is essential to the education of health professionals, professionalism in the field of dental hygiene has not been defined or adequately examined in Japan. The purposes of this study are to investigate dental hygienists' perceptions of the constituent elements of professionalism and the factors affecting their perceptions. METHODS: Semi-structured interviews were conducted with 18 dental hygienists in Japan. Drawing on the conceptualisation of professionalism in medicine described by Van de Camp et al., the transcribed data were thematically analysed. RESULTS: The dental hygienists in this study perceived 70 constituent elements that were categorised into eight core competencies related to professionalism. These competencies were further classified into three main themes: intrapersonal, interpersonal, and public professionalism. There were three sociohistorical factors that affected their perceptions of the constituent elements, namely academic background (university or technical school), the contexts of any previously provided dental care (university hospital or dental clinic), and their social interactions with their colleagues during their engagement in dental practice (dental team or interprofessional team). Moreover, according to their sociohistorical backgrounds, the dental hygienists saw themselves variously as scholars (university graduates), facilitators (university hospital), skillful artisans (dental clinic), or collaborators (interprofessional team). CONCLUSIONS: Dental hygienists' perceptions of professionalism are multidimensional and context-dependent, so culture- and professional-specific elements need to be included in educational curricula and continuing professional development programmes. In particular, the conceptualisation of professionalism in the field of dental hygiene as described in this study can be a springboard for enhancing undergraduate education and clinical training.

Interest in international programmes - a survey of Japanese dental hygiene students and educators.

PURPOSE: Globalization of Japanese dental hygienists is important to match the demands in the present society. The purpose of this study was to gauge opinions on international programmes of Japanese dental hygiene students and educators. METHOD: Data were collected using a survey that was sent to all eight Japanese universities of oral hygiene in December 2014. Participants were composed of 466 university students majoring in oral hygiene (463 women; three men; mean age: 21 years) and 45 educators teaching dental hygiene education (mean age: 50 years). The response rates were 83.81% and 46.88%, respectively. RESULTS: 48.06% of 464 students would like to study abroad, and 76.04% of 330 students would like to interact with foreign students frequently. 97.54% of 455 students answered that learning English is important for dental hygienists, but 72.39% of 460 students are not comfortable interacting with foreigners in English. Those who knew more dental English terms had higher interest in studying abroad (odds ratio: 1.136). 75% of 44 educators think that dental hygiene students need to or sometimes need to study abroad. 68.89% of 45 educators think that teaching international programmes is costly. CONCLUSION: We found that Japanese dental hygiene students and educators have positive interest in international programmes. However, they have concerns about their English skills and about the cost of studying it. Therefore, English classes need to be improved, and new approaches are required for lowering the cost of teaching international programmes, while stimulating foreign students' and educators' interest in studying abroad in Japan.

Differences between diploma and baccalaureate dental hygiene education in British Columbia: a qualitative perspective.

The British Columbia Ministry of Health in Canada approved a new registration category for dental hygienists in 2012. This category included four abilities that registrants were required to demonstrate at a 4th-year baccalaureate degree level. OBJECTIVE: To identify the differences, if any, between diploma and bachelor's degree education with regard to the 4 legislated abilities focused on the process of care for clients with complex needs and/or disabling conditions including client safety, referrals and interprofessional collaboration. METHODS: Registrants who had entered practice with a diploma and then gained a baccalaureate degree were invited to participate in an online survey including closed- and open-ended questions. The study was a mixed-method design where the qualitative data were nested concurrently in the open-ended questions; the data were analysed through thematic analysis using grounded theory methods. RESULTS AND DISCUSSION: Respondents (n = 123; 51%) indicated their client care had improved with baccalaureate education due to increased knowledge, increased understanding and increased abilities to make judgements with a particular emphasis on evidence-based decisions. These more advanced abilities provided them with increased confidence for taking action particularly in interprofessional contexts and increased the quality of their decision-making thus leading to better care for clients. CONCLUSION: Respondents described their dental hygiene services as generally being of a higher standard and specifically in the 4 legislated abilities as a direct result of baccalaureate education.

The efficacy of video monitoring-supported student self-evaluation of dental explorer skills in dental hygiene education.

OBJECTIVE: The objective of this study was to investigate whether having dental hygiene students monitor video recordings of their dental explorer skills is an effective means of proper self-evaluation in dental hygiene education. METHODS: The study participants comprised students of a dental hygiene training school who had completed a module on explorer skills using models, and a dental hygiene instructor who was in charge of lessons. Questions regarding 'posture', 'grip', 'finger rest' and 'operation' were set to evaluate explorer skills. Participants rated each item on a two-point scale: 'competent (1)' or 'not competent (0)'. The total score was calculated for each evaluation item in evaluations by students with and without video monitoring, and in evaluations by the instructor with video monitoring. Mean scores for students with and without video monitoring were compared using a t-test, while intraclass correlation coefficients were found by reliability analysis of student and instructor evaluations. RESULTS: A total of 37 students and one instructor were subject to analysis. The mean score for evaluations with and without video monitoring differed significantly for posture (P < 0.0001), finger rest (P = 0.0006) and operation (P < 0.0001). The intraclass correlation coefficient between students and instructors for evaluations with video monitoring ranged from 0.90 to 0.97 for the four evaluation items. CONCLUSION: The results of this study suggested that having students monitor video recordings of their own explorer skills may be an effective means of proper self-evaluation in specialized basic education using models.

Building professional competence in dental hygiene students through a community-based practicum.

OBJECTIVES: As Canadians age, there is an increased need for oral health professionals specializing in services for this unique population. Dental hygiene students require exposure to this population to develop professional competencies. This study investigated the dimensions of professional competence that were developed through a practicum for dental hygiene students in long-term care settings while working with older adults. METHODS: Nine dental hygiene students were recruited across two cohorts. All students completed reflective journals describing their practicum experiences. Five students also participated in an audio-recorded focus group and completed a pre-focus group questionnaire. Additionally, the practicum course coordinator completed an audio-recorded interview. Transcripts and journals were coded using a constant comparative approach and themes were identified. RESULTS: Students described developing client-focused skills, such as effective verbal and non-verbal communication with older adults with dementia. Context-based learning was also a large part of the competency development for the practicum students. Understanding the care environment within which these residents lived helped students to understand and empathize why oral health may not be prioritized. Students also developed an understanding of the work of other health professionals in the settings and improved their abilities to communicate with other healthcare providers. However, students recognized that the utility of those interprofessional skills in private practice may be limited. CONCLUSION: Dental hygiene students developed personal and ethical competencies during practicum that are highly transferrable across professional settings. Exposure of students to older adult populations in long-term care may increase the likelihood of dental hygienists working in this area.