Advancing the voice of women through doctoral education: Proposed models for dental hygienists and dental therapists.

The increase in scientific knowledge, oral healthcare, new dental hygiene workforce models, and the latest clinical skills, have elevated the need for doctoral prepared dental hygienists and dental therapists. These oral care providers need to be empowered with advanced preparation in education, research, and leadership. Therefore, the purpose of this paper is to present two curricular models for a doctorate of philosophy and a doctorate of oral health practice recognizing that students may have different goals and interests in educational pursuits. The doctoral program models support the conduct of research and scholarship, which supports the research infrastructure of the profession and emphasizes the dissemination of scholarly works. Creation of doctoral programs for dental hygienists and dental therapists provides opportunities to broaden choices and strive for autonomy throughout their careers. These programs may support the development of additional scholars and advanced practitioners who can contribute to the scientific body of knowledge and create policies and pathways to improve population oral health.

Dental Hygiene Educators' Perspectives Towards Manikin Testing for Clinical Licensure Examination.

Purpose The use of manikin testing was recently introduced for dental hygiene licensure examinations. There is currently a lack of research about the efficacy and accuracy of manikin testing for clinical licensure. The purpose of this study is to identify perceptions of dental hygiene educators regarding the use of manikins for the dental hygiene clinical licensure exam.Methods This qualitative study used an exploratory, online, focus group design with 20 dental hygiene educator participants recruited through purposive sampling. Pseudonyms were used to protect participants confidentiality. Two groups of educators were from institutions that did not use manikin testing during COVID-19, and two groups of educators were from institutions that did use manikin testing during the same time period. Themes were analyzed using the classic analysis strategy. Validity was established using investigator triangulation, member checks, and saturation.Results Lack of knowledge including preconceived assumptions regarding manikin examinations; testing considerations with benefits and concerns regarding manikins versus live patients; and perceptions regarding the value of single point in time clinical licensure examinations were the three major themes identified by the participants.Conclusion The manikin exam appeared to address ethical concerns, however, there were limitations in relation to assessing critical thinking and decision-making skills. Some participants expressed that graduation from an accredited dental hygiene program was considered sufficient for licensure. Future studies should include comparisons of recent graduates who complete a clinical licensure examination versus those who do not complete a clinical licensure examination.

Focal Abscess: Description of a clinical case.

Purpose The purpose of this article is to present a case report of a periapical lesion found in a 24-year-old female who presented to a university dental hygiene clinic with a chief complaint of vestibular pain around tooth #22. Radiographically, the lesion appeared radiolucent and unilocular with well-defined borders and significant bone resorption. The area of radiolucency increased in size over a period of five weeks indicating an aggressive pathosis. Given the clinical and radiographic presentations, the differential diagnosis included an odontogenic keratocystic tumor (odontogenic keratocyst), central giant cell granuloma, periapical cyst, and squamous cell carcinoma. Biopsy revealed the diagnosis of a focal abscess. The patient's presenting signs and symptoms are reviewed. Management and contributing factors are discussed.

Utilizing CliftonStrengths® to Increase Professional Development in Dental Hygiene Students.

Purpose Undergraduate dental hygiene education programs may not provide sufficient training in professional development to prepare graduates to be primary health care providers. The purpose of the year one of a two-year study was to apply the results from a strengths assessment instrument to entry-level dental hygiene students' learning experiences and faculty instruction of students.Methods An exploratory research design including quantitative and qualitative methods was used among a convenience sample of entry-level dental hygiene students. A validated assessment instrument (CliftonStrengths®) was used at the beginning of the academic year to determine the professional strengths of the participants. Frequencies and percentages were used to summarize the top five strengths of each participant. Focus group interviews were conducted to assess student and faculty perceptions of professional strengths based on learning experiences at the end of the first academic year. Virtual interviews were transcribed, and the codes and themes were identified. Investigator triangulation and member checks were used to validate responses.Results Thirty-two hygiene students and 28 faculty agreed to participate in the study. The top five strengths identified for both students and faculty (n=60) were in the executing, strategic and relationship building domains. All students (n=32) participated in the focus groups and the following themes were identified: awareness, application, positive approach, successful strategies, and personal growth. Of the faculty participants (n=28), 14 participated in the focus groups. Faculty themes identified were recognition, change in perspective, personalized approach, participatory environment, and empowerment.Conclusion Results this study highlight the potential benefits of a strengths-based approach to undergraduate dental hygiene education. Helping students utilize their professional strengths in a challenging educational setting may lead to increased empowerment, professional growth and development. Further study with year two data may offer an opportunity to understand how identification of professional strengths influences students' learning experiences.

Investigating periodontal diagnosis and treatment at one dental school.

INTRODUCTION: The purpose of this study was to evaluate whether patients at one dental education institution received appropriate care based on their periodontal diagnosis in a timely manner. MATERIALS AND METHODS: This study used a retrospective design to evaluate data from July 2018 to February 2020. The patient records were screened to determine whether patients received a periodontal diagnosis, whether the diagnosis followed the 2018 AAP Classification Guidelines, and if appropriate preventive and therapeutic procedures were completed in a timely manner. In addition, the type or year of dental student providing the procedure was also recorded. Data were analysed using descriptive statistics and a Chi-squared test. RESULTS: A total of 612 charts were generated for review and 157 met the inclusion criteria and were evaluated. Results revealed that more than half (56.7%) of the patient records did not demonstrate a periodontal diagnosis and another 10.8% did not follow current AAP Classification Guidelines. Most patients (n = 125, 79.6%) had a comprehensive periodontal assessment performed, while 32 (20.4%) had no comprehensive periodontal charting information recorded. Further, of the 157 records reviewed, 96 (61.1%) had no periodontal treatment specified. A statistically significant difference with a modest association was found between type of dental student and year based on periodontal diagnosis (Fisher's exact test value = 20.72, p = .001, Cramer's V = 0.25). CONCLUSION: Documentation of key clinical information, diagnostic conclusions, and treatment rendered requires curriculum review. Further studies are warranted to determine whether similar findings exist among other dental school education programs.

Assessing Interdisciplinary Trainees' Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services.

The importance of accurate identification and high-quality intervention for individuals with autism spectrum disorder (ASD) is indisputable. Clinicians from multiple professions need adequate knowledge of ASD to make appropriate referrals to specialists, conduct thorough evaluations, and provide effective interventions. ASD knowledge development for many professionals may start at the pre-service training level. An interdisciplinary sample consisting of trainees from Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs and University Centers for Excellence in Developmental Disabilities (UCEDDs) across the country (N = 155) was evaluated on their objectively measured ASD knowledge using the ASKSP-R. Self-reported knowledge of ASD and self-reported confidence in providing services to individuals who have ASD was evaluated using a 0-100 scale. Results from an ANOVA demonstrated a significant difference in objectively measured knowledge across disciplines, F(7, 146) = 4.68, p < .001. Specifically, trainees in psychology had significantly higher levels of objectively measured ASD knowledge than trainees in physical/occupational therapy, social work, and non-clinical disciplines. Pre-service and professional development experiences predicted trainees' objectively measured ASD knowledge, self-reported ASD knowledge, and self-reported confidence. Implications and recommendations regarding interdisciplinary training to improve outcomes for individuals with ASD are discussed.

Legislative Advocacy: Undergraduate and Graduate Student Learning Outcomes.

Purpose: Legislative advocacy provides an avenue through which oral health disparities and alternative methods of delivering oral health care to underserved populations can be addressed. The purpose of this study was to assess advocacy knowledge, values, actions and perceived barriers of undergraduate and graduate students enrolled in a leadership course with a Legislative Advocacy Project (LAP).Methods: A pre-test/post-test online questionnaire was administered to a convenience sample of undergraduate and graduate dental hygiene students to measure advocacy knowledge, values, and actions resulting from participation in a LAP (n=38). Descriptive statistics assessed the average responses of perceived barriers. Two open-ended questions asked about participation in advocacy and providing feedback regarding the LAP.Results: Both groups (undergraduate, n=25; graduate, n=13) demonstrated a statistically significant change from the pre-test/post-test assessment of knowledge, values, and actions (p<0.001). No statistically significant differences were identified when comparing undergraduate and graduate level responses, pre-test and post-test scores and undergraduate and graduate level responses, and perceived barriers. The three greatest barriers were lack of time to participate in legislative activities, lack of comfort speaking to legislators and testifying before legislators. Responses to the open-ended questions suggested learning in the three lower levels of the affective domain.Conclusions: Knowledge, values, and actions were increased following the LAP. Strategies to address ongoing barriers should be implemented in advocacy curricula. The LAP was influential in integrating cognitive knowledge and changing receiving, responding, and valuing levels of the affective domain. An Affective Advocacy Model was developed based on the analysis of responses to the open-ended questions and current literature.

Post-Graduation Effects of an Advocacy Engagement Project on Alumni of a Dental Hygiene Program.

The aim of this study was to investigate advocacy actions of dental hygiene program alumni who had completed a Legislative Advocacy Project (LAP) when they were students in the undergraduate or graduate program. Five variables were assessed: participation, frequency, perceived barriers, engagement, and mentorship. Alumni of the undergraduate and graduate programs were compared regarding frequency of and barriers encountered to legislative advocacy actions. A descriptive-comparative research design was used with quantitative and qualitative analysis. A convenience sample of 157 alumni who had completed a seven-week LAP at Idaho State University between 2008 and 2013 were invited to complete a 52-item author-designed online questionnaire in 2015. The response rate was 41.4%. The results showed a significant difference for participation prior to and after the LAP (df=12, X2=28.28, p=0.005). Most respondents, however, did not participate in legislative actions. There was a significant difference between the two groups for two frequency items: subscribing to online listservs (p=0.001) and contacting political representatives or staff (p=0.003). The three greatest barriers were time, financial resources, and testifying. The analysis found a significant difference between the two groups for the barrier of interest in advocating (p=0.05). In the qualitative analysis, themes emerged about engagement factors (collective efforts and advocacy commitment) and mentorship (mentoring experiences). Advocacy actions after graduation improved, but implementation of actions was challenging due to competing barriers. The results of this study may be useful in identifying key components of advocacy education that should be part of training programs.

Developing dental hygiene students as future leaders in legislative advocacy.

The purpose of this investigation was to determine the effect of a legislative advocacy project on the knowledge, values, and actions of dental hygiene students enrolled in a leadership course. A quasi-experimental design was employed with a convenience sample of twenty-one undergraduate and seventeen graduate students. The data collection instrument was designed by the authors with three scales (knowledge, values, and actions), a section on barriers to future advocacy actions, and two open-ended questions. Content validity of the instrument was established before it was administered with an online survey tool. Students scored their pre-project and post-project status on the three scales. Cronbach's alphas revealed internal consistency of the three scales at 0.95 or higher. Pre-project scores and post-project scores were analyzed by parametric tests and confirmed using nonparametric tests. Knowledge, values, and actions statements were statistically significant; however, actions were rated the lowest. Multiple barriers for future advocacy actions were identified. Implementation of a legislative advocacy project in an undergraduate and graduate leadership course can positively influence the development of knowledge, values, and actions; however, mentorship in the professional association is needed after graduation to continue the development of future leaders.