The Effects of Self-Assessment on Clinical Competence in Dental Hygiene Education.

Purpose: Accreditation standards require dental hygiene graduates to enter the profession with self-assessment skills and It is imperative for dental hygiene education to foster self-assessment skills throughout the curriculum. The purpose of this research was to evaluate the effect of self-assessment strategies on clinical competence in technical skill development and document student perspectives about the effects of participating in self-assessment activities.Methods: All students enrolled in a pre-clinical course (n=50) attended a baseline lecture introducing self-assessment. Throughout the semester students performed self-assessment activities, which consisted of reviewing recordings of their hands while demonstrating instrumentation principles. Students used a self-assessment form to evaluate their performance and provide a plan to improve their self-identified deficiencies. Scores for all competency exams were analyzed using Chi-square tests to determine whether there was a significant relationship between self-assessment and clinical competency. Scores on the final competency evaluation were compared to those from the previous academic year (control group) using descriptive statistics. A qualitative survey including items about clinical performance, deficiencies, preparedness, ability to learn autonomously, self-confidence, critical thinking, and active engagement in learning, was distributed to students who successfully completed the course.Results: Chi-square analysis determined no statistical significance (p =0.39) in the technical skill development between student groups that were (n=50) and were not exposed (n=56) to self-assessment strategies. A total of 21 participants (44%) completed the survey at the end of the course. Results revealed heightened self-awareness and confidence, enhanced skill development, the significance of self-assessment, increased student engagement, and the desire for instructor feedback.Conclusion: While self-assessment did not impact clinical competency, it may be useful in fostering self-correction of instrumentation errors. Students felt participation in self-assessment activities helped to effectively evaluate their performance, improve skillset, increase engagement, and strengthen self-awareness, confidence, and critical thinking.

Oral Rapid HIV Testing: Implementation experiences of dental hygiene faculty and students.

Purpose: The goal of oral rapid HIV testing (ORHT) in the dental setting is to identify persons who are unaware of their positive HIV status. The purpose of this study was to describe the experiences of dental hygiene faculty and students who implemented ORHT in university-based dental hygiene clinics and to assess the facilitators and barriers to implementation of ORHT in the dental setting.Methods: Data were collected via semi-structured interviews with dental hygiene faculty and students who conducted ORHT in three dental clinics located in academic institutions. All interview sessions were audio-recorded and transcribed. An inductive approach informed by grounded theory methodology was used to code data and inform theme development. The interview sessions were completed when conceptual saturation was reached.Results: Five themes were identified by the study participants consisting of dental hygiene faculty (n= 8) and dental hygiene students (n=14). Participants felt dental hygienists are qualified to administer ORHT, which fits within their scope of practice; dental hygienists have the skills to feel comfortable offering ORHT without judgement; training is needed with ORHT administration, reading/discussing test results, and counseling for those who receive reactive results; most patients were receptive to being offered the ORHT; and patients accepted the ORHT because it was free, quick to administer and receive results, and convenient since they were already in the dental setting.Conclusion: Results from this study indicate that dental hygienists can play a key role in public health efforts to identify persons who are unaware of their HIV status.

The Value of Interprofessional Education: Assessing the Attitudes of Dental Hygiene Administrators and Faculty.

Purpose: The purpose of this study was to assess the attitudes of dental hygiene administrators and faculty members about the value of interprofessional education (IPE) within dental hygiene curricula and to determine whether administrator and faculty perspectives were associated with their professional role, gender, experience, knowledge about IPE, and their use of collaborative teaching strategies.Methods: A 34-question survey was used to evaluate dental hygiene administrators' and faculty knowledge, attitudes, and practices related to IPE. Electronic surveys were distributed to 224 program directors and faculty members of all entry-level dental hygiene programs located within the Northeast region of the United States. Responses were tabulated and analyzed using Statistical Package for the Social Sciences 23. Descriptive statistics, the Spearman's rho correlation coefficient, and ordinal regression analyses were used to report on each survey item.Results: The response rate was 41% (n=91). Overall, respondents viewed interprofessional pedagogy in high regard. Administrators and faculty agreed that IPE would enhance views towards other professions, benefit patients, and assist students in becoming effective members of health care teams. Although the basis for these perspectives was distributed, most (36%) were attributed to being in favor of working with other professionals. Significant correlations were found between respondent attitudes and their understanding and use of collaborative education strategies. Knowledge levels ranged from limited (38%) to adequate (58%). Approximately half of respondents (48%) reported that they are in the very initial stages of incorporating IPE into the curriculum.Conclusion: The majority of the dental hygiene administrators and faculty members surveyed see the value and significance of using IPE to effectively prepare students to enter a collaborative workforce. These perspectives demonstrate that dental hygiene is on the appropriate path for incorporating interprofessional strategies into program curricula.