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.

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

PROBLEM STATEMENT: 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. OBJECTIVE: To examine the confidence levels of baccalaureate fourth-year students in their ability to demonstrate the CCBDHPs. METHODS: 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. RESULTS: 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%). CONCLUSION: 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.

Graduating dental hygiene students' attainment of the CDHA baccalaureate competencies: Students' self-ratings.

Problem statement: In 2015 the Canadian Dental Hygienists Association published the first Canadian Competencies for Baccalaureate Dental Hygiene Programs . To date there is no scientific evidence to support that graduates from baccalaureate programs have gained these abilities. Purpose: To explore the confidence levels of graduating dental hygiene baccalaureate students in their ability to demonstrate the national baccalaureate competencies. Methods: This article examines the preliminary frequency data from the first year of a 3-year longitudinal study involving the graduating students within the University of British Columbia dental hygiene baccalaureate program. An online, anonymous survey was conducted with these students to rate their confidence level based on a 5-point scale ranging from not confident to confident in the national competencies that include 13 domains with 110 associated subcompetencies. Results: Seventeen of the twenty-two graduating students responded to the survey for a 77% response rate. The competency areas in which they expressed the highest confidence were collaboration (100%), clinical therapy (100%), oral health education (90%), disease prevention (86%), professionalism (82%), and integration of knowledge (80%). The areas in which they expressed the least confidence were policy use (20%) and advocacy (11%) where some respondents were not confident, somewhat confident or unsure. Conclusion: These data provide the faculty with important insights to support curriculum revisions, particularly in the policy use and advocacy domains. The data also contribute to a broader national discussion about the baccalaureate competencies and an exploration of the subcompetencies that may be beyond the scope of baccalaureate education.

Énoncé du problème: En 2015, l'Association canadienne des hygiénistes dentaires a publié la première édition des Compétences canadiennes à l'égard des programmes de baccalauréat en hygiène dentaire . Jusqu'à maintenant, aucune preuve scientifique ne confirme que les diplômés de programmes de baccalauréat ont acquis ces habiletés. Objectif: Explorer le niveau de confiance des finissants du programme de baccalauréat en hygiène dentaire dans leur capacité à démontrer qu'ils ont les compétences nationales du baccalauréat. Méthodologie: Cet article examine la fréquence de données préliminaires de la première année d'une étude longitudinale de 3 ans impliquant les finissants du programme de baccalauréat en hygiène dentaire de l'Université de la Colombie-Britannique. Un sondage anonyme a été mené en ligne auprès de ces étudiants afin d'évaluer leur niveau de confiance d'après une échelle de 5 points allant de « non confiant ¼ à « confiant ¼ dans les compétences nationales qui comprennent 13 domaines et 110 sous-compétences associées. Résultats: Dix-sept des vingt-deux finissants ont répondu au sondage, pour un taux de réponse de 77 %. Les domaines de compétence dans lesquels ils ont exprimé le plus de confiance étaient la collaboration (100 %), la thérapie clinique (100 %), l'éducation en matière de santé buccodentaire (90 %), la prévention des maladies (86 %), le professionnalisme (82 %), et l'intégration des connaissances (80 %). Les domaines dans lesquels ils ont exprimé le moins de confiance étaient l'utilisation des politiques (20 %) et la défense des intérêts (11 %), alors que certains répondants n'étaient pas confiants, étaient légèrement confiants ou incertains. Conclusion: Ces données fournissent de l'information importante au corps professoral pour appuyer les révisions aux programmes, particulièrement dans les domaines de l'utilisation des politiques et de la défense des intérêts. Les données contribuent aussi à une vaste discussion nationale sur les compétences de baccalauréat et une exploration des sous-compétences qui peuvent être au-delà du champ d'activités de la formation menant au baccalauréat.

Educational Models for the Re-Establishment of Dental Therapy Education in Canada.

With the closure of the Canadian dental therapy program in Saskatchewan in 2011 and the increasing need for oral health providers, there have been growing discussions at the national and provincial levels regarding the re-establishment of a provider with dental therapy abilities. The aims of this study were to define models for dental therapy education in Canada and explore how dental therapy abilities could best be integrated into Canadian post-secondary education. In 2017, purposeful sampling was used to invite key informants to participate in a semi-structured interview. Participants were individuals from government, education, and regulation and those working with underserved populations in Canada and internationally. A 75% response rate (n=53) was achieved. Thematic analysis was employed for coding of data and generation of themes. Respondents highlighted the need to include minimally invasive restorative services in the current scope of dental hygiene practice across all Canadian jurisdictions and to build dental therapy abilities with or upon accredited dental hygiene curricula. The models supported by respondents were a fourth-year option built on three-year diploma education, a one-year postgraduate diploma based on a baccalaureate degree and a current dental hygiene registration, and a three-year dental therapy diploma incorporating core courses in accredited dental hygiene diploma education. While the respondents' views were divergent, the educational model that received the most support involved a two- to three-term addition to current three-year dental hygiene diploma education. In contrast to international trends, the respondents valued learner flexibility to exit with a diploma dental hygiene credential, thus making the dental therapy scope optional. These educational models provide a starting point for further analysis and exploration.

Ergonomic risk factors associated with clinical dentistry.

Ergonomics has formed an integral aspect of dental education at the University of British Columbia since the early 1980s. However, studies continued to indicate that dentists are at risk for developing musculoskeletal problems. This provided the impetus for a study of the risk factors associated with these problems. The data analyzed from 421 survey respondents in British Columbia indicate that indeed dentists are experiencing musculoskeletal pain and discomfort. However, the data also suggest that dentists can recognize and identify their own postures, practicing positions, and the equipment usage patterns that are associated with increased risks of experiencing musculoskeletal pain and discomfort. Such recognition is the first critical step to avoiding or neutralizing ergonomic habits and work environment layouts that might otherwise unnecessarily shorten professional clinical careers.

Outcomes of dental hygiene baccalaureate degree education in Canada.

There is little published literature about the outcomes of dental hygiene baccalaureate degree education, particularly in Canada. Since there are various dental hygiene entry-to-practice educational models in Canada, exploring baccalaureate dental hygiene education is becoming an increasingly important subject. The purpose of this study was to explore the personal outcomes and dental hygiene practice outcomes of dental hygiene degree-completion education in Canada from the perspectives of diploma dental hygienists who have continued their education to the bachelor's degree level. This study employed a qualitative phenomenological design, using a maximum variation purposeful sampling strategy. Data generation occurred with sixteen dental hygienists across Canada through individual semistructured interviews. Interviews were audiorecorded, transcribed verbatim, and coded for data analysis, involving pattern recognition and thematic development. Themes that emerged included changes in self-perception, values, and knowledge base. Changes in self-perception were reflected in a reported increase in self-confidence and perceived credibility. Changes in values included a greater appreciation for lifelong learning. Advancements in knowledge strengthened the development of specific abilities that ultimately influenced participants' dental hygiene practice. These abilities included an increased ability to think critically, to make evidence-based decisions, and to provide more comprehensive care. Participants also commented on having more career opportunities available to them outside of the private clinical practice setting. These results reveal important insights into the impact of earning a dental hygiene baccalaureate degree on oneself and one's dental hygiene practice.