Integrating community service-learning into a dental hygiene curriculum: a document analysis.

Background: Community service-learning (CSL) aims to promote civic engagement among students and deepen their understanding of social issues, connecting students to communities where they may practise as future health care providers. This study's aims were two-fold: first, to determine whether incorporating a non-dental community service-learning experience into a fourth-year behavioural science course can develop abilities related to the dental hygiene baccalaureate competencies; second, to examine the overall student learning experience. Methods: Seven community agencies presented projects to the dental hygiene class, and students individually selected their top 3 choices. Projects were diverse, ranging from literacy tutoring to creating a program plan or hosting a public virtual event with an interprofessional health panel discussing nutrition. Dental hygiene students participated in a 20-hour placement with one community project and completed individual reflection journals that focused on their experience. Using a document analysis approach, the authors examined the reflection journals through an iterative process to identify themes. Results: Ten student reflections were analysed and three themes emerged: 1) increased social awareness; 2) application of dental hygiene core competencies; and 3) the challenges of the learning experience. Students consistently discussed how the project allowed them to apply 5 dental hygiene core competencies and how their learning experience aligned with their future professional role as a dental hygienist. Students articulated increased understanding of their individual privilege and awareness of social issues in their community. Conclusions: Participation in non-dental CSL increased dental hygiene students' social awareness of local communities. Students demonstrated an ability to apply their learning to their developing competencies as future dental hygienists.

Contexte : L'apprentissage axé sur les services communautaires vise à promouvoir l'engagement civique des étudiants et à approfondir leur compréhension des enjeux sociaux, en mettant les étudiants en contact avec les communautés où ils peuvent exercer en tant que futurs fournisseurs de soins de santé. Cette étude avait 2 objectifs : premièrement, déterminer si l'intégration d'une expérience d'apprentissage par service communautaire non dentaire à un cours de quatrième année de science du comportement peut permettre de développer des capacités liées aux compétences du baccalauréat en hygiène dentaire; deuxièmement, examiner l'expérience d'apprentissage globale de l'étudiant. Méthodes : Pour l'étude, 7 organismes communautaires ont présenté des projets à la classe d'hygiène dentaire et les étudiants ont chacun sélectionné leurs 3 premiers choix. Les projets étaient diversifiés, allant du tutorat en alphabétisation à la création d'un plan de programme ou à l'organisation d'un événement public virtuel avec un panel interprofessionnel de la santé qui discutait de la nutrition. Les étudiants en hygiène dentaire ont participé à un stage de 20 heures dans le cadre d'un projet communautaire et ont consigné leurs réflexions dans un journal individuel axé sur leur expérience. À l'aide d'une approche d'analyse documentaire, les auteurs ont examiné les journaux de réflexion lors d'un processus itératif pour cerner les thèmes. Résultats : Les réflexions de 10 étudiants ont été analysées et 3 thèmes sont ressortis : 1) une sensibilisation sociale accrue; 2) l'application des compétences de base en hygiène dentaire; et 3) les défis de l'expérience d'apprentissage. Les étudiants ont systématiquement discuté de la façon dont le projet leur a permis d'appliquer 5 compétences de base en hygiène dentaire et de la façon dont l'expérience d'apprentissage s'harmonisait avec leur futur rôle professionnel d'hygiéniste dentaire. Les élèves ont noté une meilleure compréhension de leurs privilèges individuels et une meilleure sensibilisation aux enjeux sociaux dans leur communauté. Conclusion : La participation à un apprentissage axé sur les services communautaires non dentaires a accru la sensibilisation sociale des étudiants en hygiène dentaire aux communautés locales. Ils ont démontré leur capacité à appliquer leur apprentissage à leurs compétences en développement en tant que futurs hygiénistes dentaires.

Barriers to pursuing further education among Canadian dental hygienists: a qualitative exploration.

Purpose: In recent years, C,anada has seen the development of new educational pathways to baccalaureate education for dental hygienists. Research has demonstrated that degree education strengthens dental hygienists' cognitive and practice abilities and increases career opportunities. However, the 2021 Canadian Dental Hygienists Association (CDHA) Job Market and Employment Survey reported that only 27% of respondents held a baccalaureate degree. The current study was the first to explore levels of interest in and barriers to pursuing degree education among Canadian diploma-holding dental hygienists. Methods: This qualitative explorative study utilized purposeful maximum variation sampling to select Canadian dental hygienists across 10 provinces and 1 territory for 3 e-focus groups. Selected participants (N = 17) were CDHA members who held a dental hygiene diploma as their highest educational credential. E-focus groups were thematically analysed for barriers using Saldaña's descriptive and in vivo coding. Results: All participants expressed an interest in pursuing further education at some point during their career. Reported barriers to doing so were family commitments, financial restrictions, accessibility, limited employer support, unfamiliarity with eligibility criteria, unfamiliarity with existing programs, stress/anxiety over returning to school, and unfamiliarity with the benefits of earning a degree. Conclusions: The qualitative research findings supplemented answer options for a subsequent national online research survey distributed to all CDHA members; results of that survey are not included in this article. National and provincial dental hygiene associations and educational institutions can use the study findings to develop strategies to reduce barriers and raise awareness of degree education among Canadian dental hygienists.

But: Le Canada constate un mouvement grandissant vers l'élaboration de nouvelles voies d'accès à l'obtention d'un baccalauréat pour les hygiénistes dentaires. La recherche a démontré que les études universitaires renforcent les capacités cognitives et de pratique des hygiénistes dentaires et augmente leurs possibilités de carrière. Toutefois, le Sondage sur le marché du travail et de l'emploi mené en 2021 par l'Association canadienne des hygiénistes dentaires (ACHD) a révélé que seulement 27 % des répondants détenaient un baccalauréat. La présente étude a été la première à examiner les niveaux d'intérêt et les obstacles liés la poursuite d'études universitaires chez les hygiénistes dentaires du Canada titulaires d'un diplôme. Méthodes: Cette étude qualitative exploratoire a utilisé une sélection maximale d'échantillons variés pour sélectionner par choix raisonné des hygiénistes dentaires dans 10 provinces et un territoire du Canada pour 3 groupes de discussion en ligne. Les participants sélectionnés (N = 17) étaient des membres de l'ACHD qui détenaient un diplôme en hygiène dentaire comme diplôme d'études le plus élevé. Les groupes de discussion en ligne ont été analysés par thème pour déterminer les obstacles à l'aide du codage descriptif et in vivo de Saldaña. Résultats: Tous les participants ont exprimé leur intérêt à poursuivre leurs études à un moment ou à un autre de leur carrière. Les obstacles signalés étaient les engagements familiaux, les restrictions financières, l'accessibilité, le soutien limité de l'employeur, la méconnaissance de l'admissibilité, la méconnaissance des programmes existants, le stress et l'anxiété liés au retour aux études et la méconnaissance des avantages de l'obtention d'un diplôme. Conclusion: Les résultats de la recherche qualitative ont enrichi les options de réponse pour un sondage national de recherche en ligne subséquent qui serait distribué à tous les membres de l'ACHD; les résultats de ce sondage ne sont pas inclus dans le présent article. Les associations nationales et provinciales d'hygiène dentaire et les établissements d'enseignement peuvent utiliser les résultats de cette étude pour élaborer des stratégies visant à réduire les obstacles et à sensibiliser les hygiénistes dentaires canadiens aux études universitaires.

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.

Student and instructor perspectives following a virtual objective structured clinical examination.

Background: In March 2020, COVID-19 public health restrictions impeded in-person clinical assessment. In response, a dental hygiene program administered a virtual objective structured clinical exam (vOSCE) using Zoom to assess student competency in performing a health history. This study aimed to explore the vOSCE experience from both student and clinical instructor perspectives. Methods: This 2-part cross-sectional study gathered student and clinical instructor perceptions of the vOSCE. Forty-two students were invited to complete an online questionnaire. Basic descriptive statistics reporting percentages were tabulated. Twelve clinical instructors were invited to participate in focus groups, which were audiorecorded and transcribed verbatim. Qualitative data were analysed using inductive thematic analysis. Results: Questionnaires were received from 23 (55%) students. Students supported (91%) the vOSCE experience and believed it assessed their knowledge (87%), their ability to complete a health history (91%), and ability to communicate effectively (87%). Students reported high agreement (87%) with how the Zoom platform facilitated the examination. Some students (35%) felt the vOSCE was more stressful than an in-person OSCE. However, 43% indicated it wasn't more stressful. Focus groups with clinical instructors revealed perspectives on using vOSCEs, which were captured under 4 themes: preparation, assessment suitability, authenticity, and future considerations. Conclusion: Based on student and instructor perspectives, vOSCEs could be a viable alternative to in-person OSCEs for health history evaluations. As technology applications continue to emerge for conducting virtual examinations, there may be increased use of and ease of use with a virtual platform to conduct other types of clinical evaluations.

Introduction: En mars 2020, les restrictions de santé publique liées à la COVID-19 ont entravé l'évaluation clinique en personne. Pour remédier à la situation, un programme d'hygiène dentaire a fait passer un examen clinique objectif structuré virtuel (ECOSV) à ses étudiants à l'aide de Zoom pour évaluer leur compétence à effectuer des anamnèses. Cette étude visait à explorer l'expérience de l'ECOSV du point de vue des étudiants et des enseignants. Méthodes: Cette étude transversale en 2 parties a permis de recueillir les perceptions des étudiants et des enseignants à l'égard de l'ECOSV. Quarante-deux élèves ont été invités à remplir un questionnaire en ligne. Les statistiques descriptives de base faisant état des pourcentages ont été compilées. Douze enseignants ont été invités à participer à des groupes de discussion qui ont été enregistrés et transcrits textuellement. Les données qualitatives ont été analysées au moyen d'une analyse thématique inductive. Résultats: Vingt-trois étudiants (55 %) ont remis le questionnaire. Les étudiants ont appuyé (91 %) l'expérience de l'ECOSV et ont estimé qu'elle évaluait leurs connaissances (87 %), leur capacité à remplir des anamnèses (91 %) et leur capacité à communiquer efficacement (87 %). Les étudiants ont déclaré être très d'accord (87 %) sur le fait que la plateforme Zoom a facilité l'examen. Certains étudiants (35 %) ont estimé que l'ECOSV était plus stressant qu'un ECOS en personne. Toutefois, 43 % ont indiqué que ce n'était pas plus stressant. Les groupes de discussion avec des instructeurs cliniques ont révélé des points de vue sur l'utilisation des ECOSV et ceux-ci ont été regroupés sous 4 thèmes : préparation, pertinence de l'évaluation, authenticité et considérations futures. Conclusion: Selon le point de vue des étudiants et des enseignants, les ECOSV pourraient constituer une solution de rechange viable aux ECOS en personne pour l'évaluation des antécédents médicaux. À mesure que les applications technologiques pour la tenue d'examens virtuels se multiplient, l'utilisation et la convivialité d'une plateforme virtuelle pour effectuer d'autres types d'évaluations cliniques pourraient augmenter.

Patient satisfaction with access to a student-run free-service dental clinic.

Background: The Student Health Initiative for the Needs of Edmonton (SHINE) dental clinic is a student-volunteer-operated clinic offering free oral care to low-income individuals. However, little is known about how SHINE impacts access to care. Drawing on Penchansky and Thomas' theory of access, this study assessed patient satisfaction to measure access. For further context, patient-reported oral health concerns and alternative oral care options if SHINE were not available were recorded. Methods: The University of Alberta's Research Ethics Board (Pro 00101981) approved the study. Surveys adapted from Penchansky and Thomas were distributed over 12 weeks to all presenting patients. Survey data were triangulated with observations. Data were represented using descriptive statistics, and variables were compared using Chi-squared tests of independence. Results: A response rate of 77% (140/170) was achieved. The survey revealed that patients were generally satisfied with access to SHINE. However, observations revealed physical accessibility barriers. Dissatisfaction was correlated with attending SHINE without receiving treatment. Patients primarily presented to SHINE for pain (55%, 76/139). If SHINE were not available, 38% (46/121) of patients reported they would seek care from an alternative oral health professional, 32% (39/121) through an emergency department or physician, and 27% (33/121) would not attain oral health care at all. Conclusion: SHINE could be seen as addressing the need for access to oral health care services. The remaining barriers to care include long waiting times and clinic capacity to deliver care. A faster triage process may reduce waiting times. However, SHINE cannot provide more oral health care due to clinic capacity. Lastly, access to clinics such as SHINE may reduce visits to emergency departments for oral health care.

Introduction: La clinique dentaire « Student Health Initiative for the Needs of Edmonton (SHINE) ¼ est une clinique dirigée par des étudiants bénévoles qui offre des soins buccodentaires gratuits aux personnes à faible revenu. Néanmoins, on sait peu de choses sur l'incidence de la clinique SHINE sur l'accès aux soins. S'appuyant sur la théorie de l'accès de Penchansky et de Thomas, cette étude a évalué la satisfaction des patients pour mesurer l'accès. Pour plus de clarté, les problèmes de santé buccodentaire déclarés par les patients et les autres options de soins buccodentaires, s'ils n'étaient pas offerts par SHINE, ont été consignés. Méthodes: Le comité d'éthique en recherche de l'Université de l'Alberta a approuvé l'étude (Pro 00101981). Des sondages adaptés de la théorie de Penchansky et de Thomas ont été distribués sur 12 semaines à tous les patients qui se sont présentés. Les résultats ont ensuite été corroborés avec des observations. Les données ont été représentées à l'aide de statistiques descriptives, et les variables ont été comparées à l'aide du test d'indépendance chi carré. Résultats: Le taux de réponse a été de 77 % (140/170). Le sondage a révélé que les patients étaient généralement satisfaits de l'accès à SHINE. Toutefois, les observations ont révélé des obstacles physiques à l'accessibilité. L'insatisfaction était corrélée au fait de faire appel à SHINE sans recevoir de traitement. Les patients ont principalement fait appel à SHINE en raison de douleurs (55 %, 76/139). Si SHINE n'était pas disponible, 38 % (46 sur 121) des patients ont déclaré qu'ils iraient chercher des soins auprès d'un autre professionnel de la santé buccodentaire, 32 % (39 sur 121) par l'entremise d'un service d'urgence ou d'un médecin, et 27 % (33 sur 121) n'obtiendraient pas du tout de soins buccodentaires. Conclusion: La clinique SHINE peut être considéré comme une solution au besoin d'accès aux services de soins de santé buccodentaire. Les autres obstacles aux soins comprennent les longs temps d'attente et la capacité du programme à fournir des soins. Un processus de triage plus rapide pourrait réduire le temps d'attente. Toutefois, SHINE ne peut pas fournir plus de soins buccodentaires en raison de sa capacité d'accueil. Enfin, l'accès à des cliniques comme SHINE peut réduire le nombre de visites aux urgences pour des soins buccodentaires.

Motivating influences and career outcomes of baccalaureate-educated dental hygienists: a pan-Canadian study.

Background: As discussions about baccalaureate education for dental hygiene continue at national and international levels, examining outcomes of earning a baccalaureate degree in a Canadian context is essential. This study aimed to explore the motivating reasons for pursuing a dental hygiene baccalaureate degree in Canada and the career outcomes of Canadian dental hygiene baccalaureate degree graduates. Methods: Graduates from all 4 Canadian dental hygiene degree programs (N = 262) participated in a cross-sectional online survey between November and December 2021. Survey questions explored motivating reasons for pursuing dental hygiene degree education, educational experiences, employment outcomes, and career satisfaction. A descriptive analysis was performed to report absolute and relative frequencies of responses to each question. Differences between participant characteristics, motivating reasons for pursing a degree, and practice outcomes were assessed. Where applicable, results were compared to the results of the Canadian Dental Hygienists Association's 2019 Job Market and Employment Survey. A thematic analysis was applied to open-ended descriptive responses. Results: Primary motivators included personal satisfaction (77%), status of a degree (75%), increase in employment opportunities (71%), and increase in knowledge base (69%). Respondents (87%) reported that they were satisfied with their educational experiences, and the majority (65%) agreed that a degree should be the minimum entry-level credential for dental hygiene practice in Canada. Primary practice settings were reported as clinical dental hygiene care (80%), educational institutions (9%), community and public health (4%), and other practice settings (7%). A larger proportion reported working in non-clinical settings than those in the national survey (20% and 8%, respectively; p < 0.001). Conclusion: These findings underscore the impact of baccalaureate education on dental hygiene practice in Canada.

Contexte: Étant donné que les discussions sur les études menant à un baccalauréat en hygiène dentaire se poursuivent aux échelles nationales et internationales, il est essentiel d'examiner les résultats de l'obtention d'un baccalauréat dans un contexte canadien. Cette étude visait à explorer les raisons qui motivent la poursuite d'un baccalauréat en hygiène dentaire au Canada et les possibilités de carrière des diplômés canadiens d'un programme de baccalauréat en hygiène dentaire. Méthodologie: Des diplômés des 4 programmes canadiens de baccalauréat en hygiène dentaire (N = 262) ont participé à une enquête ponctuelle en ligne entre novembre et décembre 2021. Les questions de l'enquête ont exploré les raisons motivant la poursuite d'études en hygiène dentaire menant à un baccalauréat, les expériences éducatives, les possibilités d'emploi et la satisfaction par rapport à la carrière. Une analyse descriptive a permis d'établir les fréquences absolues et relatives des réponses à chaque question. Les différences entre les caractéristiques des participants, les raisons motivant l'obtention d'un baccalauréat et les possibilités de la pratique professionnelle ont été évaluées. Le cas échéant, les résultats ont été comparés aux résultats du Sondage sur le marché du travail et de l'emploi de 2019 de l'Association canadienne des hygiénistes dentaires. Une analyse thématique a été appliquée aux réponses descriptives ouvertes. Résultats: Les principaux facteurs de motivation comprenaient la satisfaction personnelle (77 %), le statut d'un baccalauréat (75 %), l'augmentation des possibilités d'emploi (71 %) et l'augmentation de la base de connaissances (69 %). Les répondants (87 %) ont déclaré être satisfaits de leurs expériences éducatives et la majorité (65 %) était d'accord pour dire qu'un baccalauréat devrait être le titre de compétence minimal pour l'admission à la pratique de l'hygiène dentaire au Canada. Les milieux de pratique primaires ont été déclarés comme étant les suivants : soins cliniques en hygiène dentaire (80 %), établissements d'enseignement (9 %), santé communautaire et publique (4 %), et autres milieux de pratique (7 %). Un plus grand nombre de répondants ont déclaré travailler dans des milieux non cliniques que ceux de l'enquête nationale (20 % et 8 %, respectivement; p < 0,001). Conclusion: Ces résultats soulignent l'impact des études menant à un baccalauréat sur la pratique de l'hygiène dentaire au Canada.

Inflammatory bowel disease and periodontitis: A retrospective chart analysis.

OBJECTIVES: This study examined the variation in prevalence of periodontitis among different sexes, age groups, smoking status, and oral hygiene adherence in patients affected by either Crohn's disease (CD) or ulcerative colitis (UC). MATERIALS & METHODS: This study was a retrospective chart analysis that collected data from the School of Dentistry's Oral Health Clinic at the University of Alberta, Edmonton, Canada. Patients' electronic health records between the years of 2013 and 2019 were analyzed. Multiple keywords such as IBD, CD, UC, and periodontal disease with various spelling combinations were used for searching and gathering pertinent data, which was then further assessed. After applying the inclusion and exclusion criteria, a total of 80 patient charts were included. These patient charts were thoroughly screened to gather information such as age, sex, smoking status, and a variety of periodontal parameters. Collected data were analyzed using SPSS software by using Pearson's χ2 , Pearson's correlation, and Mann-Whitney U-test. RESULTS: IBD had an impact on the severity of periodontitis in patients between the ages of 50 and 64 years with higher odds ratio (OR). Biological sex or history of smoking in IBD patients did not have higher odds of developing periodontitis. Plaque score derived from this retrospective study was used to estimate the patient's oral hygiene status and showed no impact. Also, prevalence of periodontitis did not differ between UC and CD. We anticipated some of these findings because of the retrospective nature of the study. CONCLUSIONS: Within the limitation of the retrospective study, IBD patients in the 50-64 age group years showed a higher odds ratio for a greater prevalence of periodontitis. Thus, a closer periodontal recall and evaluation in these patients is recommended for early diagnosis and preventive care. It is advised that periodontists work closely with gastroenterologists to maintain periodontal health in IBD-affected individuals.

Behavioural change as a theme that integrates behavioural sciences in dental education.

The behavioural sciences curriculum in dental education is often fragmented and its clinical relevance is not always apparent to learners. Curriculum integration is vital to understand behavioural subjects that are interrelated but frequently delivered as separate issues in dental programmes. In this commentary, we discuss behavioural change as a curricular theme that can integrate behavioural sciences in dental programmes. Specifically, we discuss behavioural change in the context of dental education guidelines and describe four general phases of behavioural change (defining the target behaviour, identifying the behavioural determinants, applying appropriate behavioural change techniques and evaluating the behavioural intervention) to make the case for content that can be covered within this curricular theme, including its sequencing. This commentary is part of ongoing efforts to improve the behavioural sciences curriculum in dental education in order to ensure that dental students develop the behavioural competencies required for entry-level general dentists.

Admission criteria for Canadian dental hygiene programs.

Objective: The purpose of this project was to understand the variation in admission criteria to Canadian dental hygiene programs and determine whether the criteria are appropriate in predicting a program's success rate on the National Dental Hygiene Certification Exam (NDHCE). Methods: Admission criteria were gathered from the websites of English-language dental hygiene programs in Canada. Individual dental hygiene programs were also contacted directly by phone or email if their admission criteria were not outlined on the program website. NDHCE success rates for each program were collected from the National Dental Hygiene Certification Board website. The association between the admission criteria and NDHCE success rates was examined. Pearson's product moment correlations were performed for post-secondary credits required for admission and program length. Results: Admission criteria for 29 of 30 dental hygiene programs were examined. Twenty-two programs accepted applicants directly from high school. The average program length was 83.7 weeks. Four programs offered post-diploma baccalaureate degrees in dental hygiene; one program offered a direct entry-to-practice degree program. Twenty-two (22) of the 29 programs utilized academic grades (including overall and/or prerequisite GPA) as admission criteria. Twelve programs included interviews in the admission process. A moderate correlation was observed between the number of postsecondary credits required for admission and NDHCE success rates (r = 0.6723). A weak correlation was found between program length and NDHCE success rates (r = 0.1797). Conclusion: Academic performance as an admission criterion, including overall/prerequisite GPA, was the most common criterion used by dental hygiene programs. Graduates from programs that required more postsecondary credits tended to perform better on the NDHCE. The higher success rate may be attributed to the rigour of the prerequisite courses, which may prepare students for dental hygiene studies and ultimately success on the national examination. In addition, students with more postsecondary coursework may be better adjusted to studies at a postsecondary level and/or be more experienced at taking examinations.

Objectif: Le présent projet avait pour but de comprendre la variation des critères d'admission aux programmes d'hygiène dentaire canadiens et d'établir la pertinence des critères dans la prédiction des taux de succès d'un programme à l'examen de certification nationale en hygiène dentaire (ECNHD). Méthodologie: Les critères d'admission ont été obtenus à partir de sites Web de programmes d'hygiène dentaire anglophones au Canada. On a communiqué directement par téléphone et par courriel avec les programmes d'hygiène dentaire individuels si leurs critères d'admission n'étaient pas présentés sur le site Web du programme. Les taux de succès à l'ECNHD de chaque programme ont été recueillis du site Web du Bureau national de la certification en hygiène dentaire. Le lien entre les critères d'admission et les taux de succès à l'ECNHD ont été examinés. La méthode de corrélation de moment-produit de Pearson a été utilisée pour examiner les crédits postsecondaires requis pour l'admission et la longueur du programme. Résultats: Les critères d'admission de 29 des 30 programmes d'hygiène dentaire ont été examinés. Vingt-deux programmes ont admis des étudiants directement de l'école secondaire. La longueur moyenne des programmes était de 83,7 semaines. Quatre programmes offraient des programmes post-diplôme menant au baccalauréat en hygiène dentaire; un programme offrait un programme d'admission directe à la profession. Vingt-deux (22) des 29 programmes utilisaient les notes scolaires (y compris la moyenne pondérée cumulative globale ou de prérequis) comme processus d'admission. Douze programmes avaient un processus d'admission qui comprenait des entrevues. Une corrélation modérée a été observée entre le nombre de crédits postsecondaires requis pour l'admission et les taux de succès à l'ECNHD (r = 0,6723). Une faible corrélation a été trouvée entre la longueur du programme et les taux de succès à l'ECNHD (r = 0,1797). Conclusion: Les programmes d'hygiène dentaire utilisaient le plus fréquemment la performance scolaire comme critère d'admission, y compris la moyenne pondérée cumulative globale ou de prérequis. Les diplômés de programmes qui exigeaient un plus grand nombre de crédits postsecondaires avaient tendance à mieux réussir à l'ECNHD. Le taux de succès plus élevé peut être attribué à la rigueur des cours prérequis, ce qui pourrait préparer les étudiants aux études d'hygiène dentaire et en fin de compte, à la réussite de l'examen national. De plus, les étudiants ayant un plus grand nombre de cours postsecondaires pourraient être davantage prêts aux études de niveau postsecondaire ou être plus à l'aise à faire des examens.

Exploring access in a volunteer free-service dental clinic.

Introduction: Marginalized, low-income individuals face many barriers to dental care, including but not limited to cost. The Student Health Initiative for the Needs of Edmonton (SHINE) dental clinic is a student-operated volunteer clinic offering free services to low-income individuals. This study aimed to explore the access to dental care needs of low-income groups, from community health brokers' perspectives. Case description: The study was deemed exempt from ethical approval (Pro00074745). Five semistructured interviews exploring access to dental care were conducted with health brokers purposefully selected from 4 different community outreach centres. Access was defined and analysed using Penchansky and Thomas' theory of access as modified by Saurman. Results: Interviews revealed lack of awareness of the SHINE clinic. Translation and interpretation support was an identified need, and there was concern for clients who fear discrimination in health care settings. Conclusion: Preliminary barriers to care at SHINE were identified. However, further investigation is required to understand how SHINE aligns with population needs.

Introduction: Les personnes marginalisées et à faible revenu sont confrontées à plusieurs obstacles en matière de soins dentaires, y compris, mais sans s'y limiter au coût. La clinique dentaireStudent Health Initiative for the Needs of Edmonton(SHINE) est une clinique gérée par des étudiants bénévoles qui offre des services gratuits aux personnes à faible revenu. La présente étude vise à explorer les besoins d'accès aux soins dentaires de groupes à faible revenu du point de vue des intervenants de la santé communautaire. Description du cas: L'étude a été déclarée exempte de l'approbation éthique (Pro00074745). Cinq entrevues semi-structurées qui explorent l'accès aux soins dentaires ont été réalisées avec des intervenants de la santé, délibérément sélectionnés dans 4 centres d'assistance communautaire différents. L'accès a été défini et analysé au moyen de la théorie d'accès aux soins de Penchansky et Thomas, telle que modifiée par Saurman. Résultats: Les entrevues ont révélé un manque de connaissance de la clinique SHINE. Un soutien en matière de traduction et d'interprétation était un besoin établi et on s'inquiétait des clients qui craignent la discrimination dans les milieux de soins de santé. Conclusion: Des obstacles préliminaires aux soins chez SHINE ont été reconnus. Cependant, une enquête plus approfondie est requise pour comprendre dans quelle mesure SHINE correspond aux besoins de la population.

Recommendations for approaching the introduction section of manuscripts and grant applications.

Research on dental and dental hygiene education is key to improving learning, teaching, and oral health care in academic dental institutions. Faculty should be able to write research proposals and reports properly to secure funding for research and share the findings of studies with stakeholders. Specifically, they should demonstrate why the study matters in the introduction section of their text. Our experience in mentoring dental and dental hygiene faculty shows that some have difficulty justifying the importance of their studies due to the way they approach the introduction section. This short communication provides 3 recommendations to help faculty approach and write this section adequately, which can be useful for writing other sections of manuscripts and grant applications.

La recherche sur l'éducation en matière d'art dentaire et d'hygiène dentaire joue un rôle clé dans l'amélioration de l'apprentissage, de l'enseignement et des soins de santé buccodentaire dans les établissements universitaires dentaires. Le corps professoral devrait pouvoir rédiger des offres de service et des rapports de recherche de façon adéquate en vue d'obtenir du financement pour la recherche et de partager les résultats des études avec les parties intéressées. Plus précisément, il devrait démontrer l'importance de l'étude dans l'introduction de ses textes. Notre expérience en matière de mentorat du corps professoral de l'art dentaire et de l'hygiène dentaire montre que beaucoup de personnes ont de la difficulté à justifier l'importance de leurs études en raison de la façon dont ils abordent la section d'introduction. Ce bref article fournit 3 recommandations qui aideront au corps professoral à aborder cette section et à la rédiger de manière adéquate, ce qui peut être utile lors de la rédaction d'autres sections de manuscrits et de demandes de subventions.

Dental faculty and student views of didactic and clinical assessment: A qualitative description study.

OBJECTIVE: Although assessment is essential to accurately represent student learning, little is currently known about student and faculty perceptions of assessment in dental schools. Our study aimed to explore faculty and student views of didactic and clinical assessments in the School of Dentistry at the University of Alberta. METHOD: Qualitative description informed the study design. Data were collected through focus groups and analysed inductively using manifest content analysis. RESULTS: Five focus groups were conducted with faculty (n = 34) and three with students (n = 19). Faculty and student views of assessment were related to improvements made (perceived positive changes), improvements needed (perceived limitations) and improvements recommended (recommendations to improve perceived limitations). Faculty and students reported that improvements made (eg adequacy of assessment to students' levels of training) varied across instructors, courses and learning environments. Both faculty and students perceived clinical assessments as less appropriate than didactic assessments. Faculty perceived limitations were mostly related to assessment appropriateness, especially assessment accuracy and comprehensiveness, whilst student perceived limitations included other issues related to appropriateness (eg misalignment with course objectives) as well as issues related to assessment volume, pace and scheduling. Similarly, faculty recommendations focused on enhancing the assessment of clinical competencies, whilst students' recommendations aimed to also improve assessment scheduling, volume and usage (eg for learning purposes). CONCLUSIONS: Faculty and student views of assessment complemented one another. Our data show that assessment in dental education is multidimensional, so that multilevel strategies may be needed to improve this component of dental curricula.

Thinking ecologically about clinical education in dentistry.

Traditional approaches to clinical education (CE) in dentistry have primarily focused on the needs and interests of students (student-centred), patients (patient-centred) or individuals receiving care (person-centred). Research has shown that giving priority to the interests of one stakeholder (eg students) may negatively affect the interests of others (eg patients, instructors and administrators). In this commentary, we discuss some limitations of traditional approaches to CE and suggest an eco-centred approach that assumes that the interests of all stakeholders must be considered when planning CE due to the interdependent relationships between stakeholders. A description of this new approach is provided, whilst research and innovation are encouraged to develop an ecologically informed system of CE.

The Effectiveness of Tobacco Dependence Education in Health Professional Students' Practice: A Systematic Review and Meta-Analysis of Randomized Controlled Trials.

The objective of this study was to perform a systematic review to examine the effectiveness of tobacco dependence education versus usual or no tobacco dependence education on entry-level health professional student practice and client smoking cessation. Sixteen published databases, seven grey literature databases/websites, publishers' websites, books, and pertinent reference lists were searched. Studies from 16 health professional programs yielded 28 RCTs with data on 4343 healthcare students and 3122 patients. Two researchers independently assessed articles and abstracted data about student knowledge, self-efficacy, performance of tobacco cessation interventions, and patient smoking cessation. All forms of tobacco were included. We did not find separate interventions for different kinds of tobacco such as pipes or flavoured tobacco. We computed effect sizes using a random-effects model and applied meta-analytic procedures to 13 RCTs that provided data for meta-analysis. Students' counseling skills increased significantly following the 5As model (SMD = 1.03; 95% CI 0.07, 1.98; p < 0.00001, I2 94%; p = 0.04) or motivational interviewing approach (SMD = 0.90, 95% CI 0.59, 1.21; p = 0.68, I2 0%; p < 0.00001). With tobacco dependence counseling, 78 more patients per 1000 (than control) reported quitting at 6 months (OR 2.02; 95% CI 1.49, 2.74, I² = 0%, p = 0.76; p < 0.00001), although the strength of evidence was moderate or low. Student tobacco cessation counseling improved guided by the above models, active learning strategies, and practice with standardized patients.

Factors Associated with Emergency Department Use for Non-traumatic Dental Problems: Scoping Review.

OBJECTIVE: The use of hospital emergency departments (EDs) for non-traumatic dental problems places a significant strain on the health care system and resources. The objective of this scoping review was to identify factors associated with patients' use of EDs for such problems. METHODS: Embase, Medline-Ovid, Scopus and Web of Science databases were searched, and primary studies, systematic reviews and meta-analyses from Canada and the United States, published in English between 2007 and 2017 were selected for inclusion. RESULTS: Of 469 articles, 22 met our inclusion criteria: 6 were conducted in Canada and 16 in the United States. Identified factors associated with ED use for non-traumatic dental problems included patient demographics (age, gender, race/ethnicity, comorbidities, oral health status), accessibility (time of day, day of week, geographic location, access to dental practitioner), economic influences (insurance, inability to afford dental care, income) and social demographics (community language, homelessness, repeat use). CONCLUSION: The factors identified in this review can inform future research studies and program planning to address ED use for non-traumatic dental problems.

Assessing students' confidence in interpreting dental radiographs following a blended learning module.

OBJECTIVE: This study assessed senior dental hygiene (DH) students' self-reported confidence in interpreting dental radiographs following the introduction of a blended learning (BL) module for radiology interpretation. The assessment of students was conducted five months prior to graduation. METHODS: A BL oral radiology module was designed. In order to capture the context, descriptions and differences of students' experience and confidence, a qualitative research approach was selected. Data were captured using a semi-structured interview process and analysed using phenomenographic methods. RESULTS: Sixteen students were interviewed. Blinded transcripts were analysed, and the main themes relating to confidence were extracted and arranged into categories. The categories were coded as to how confident (low, medium or high) each of the students felt specific to varying contexts and complexities of radiographic interpretation. CONCLUSION: Predominately, the BL model had a positive impact on DH students' confidence in the interpretation of radiographic findings. However, when asked about their level of overall confidence in interpreting dental radiographs, students still did not describe themselves as confident for all potential findings on radiographs at this point in their education. The students highlighted the importance of having patient history details and clinical assessment findings included in the interpretation exercises and expressed a desire to collaborate with other professionals when interpreting radiographs.

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.

Factors facilitating dental practitioners' provision of infant-toddler dental homes in Alberta.

BACKGROUND: The Canadian Dental Association and Canadian Dental Hygienists Association recommend that a child's first dental visit should occur no later than 1 year of age. However, this recommendation has not been strongly supported by the dental community. The purpose of this study was to explore factors influencing the provision of infant-toddler dental homes from providers' perspectives. Understanding facilitating factors is integral to developing strategies to improve infant-toddler oral health care. METHODS: This study employed a qualitative interpretive descriptive methodology, using semi-structured interviews with a purposive sample of 13 dentists and dental hygienists who routinely provide dental homes for the infant-toddler cohort. The constant comparative method was used to support thematic analysis. RESULTS: Thematic analysis revealed factors that were both endogenous and exogenous to the practitioner. They were categorized into 4 interrelated themes: 1) practitioner; 2) practice; 3) profession; and 4) population. Together these 4 themes form a model of the 4 Ps that influence provision of infant-toddler dental homes. Common endogenous factors include the practitioner's comfort with young children and having clinical exposure to pediatric clients during dental education. Common exogenous factors include parental awareness and adequate insurance coverage for preventive procedures. Strategies to improve acceptance of infant-toddler dental homes include enhanced practitioner education and public awareness, consistent messaging from the dental community, as well as increased remuneration for preventive pediatric oral health care. CONCLUSION: Provision of infant-toddler dental homes is affected by multifaceted variables. Consequently, strategies to improve uptake must employ a multipronged approach.

CONTEXTE: L'Association dentaire canadienne et l'Association canadienne des hygiénistes dentaires recommandent que la première visite d'un enfant ait lieu au plus tard à l'âge d'un an. Cependant, la communauté dentaire n'a pas fortement appuyé cette recommandation. La présente étude vise à explorer les facteurs qui influencent l'établissement d'une affiliation dentaire pour les nourrissons et les bambins du point de vue des prestataires. Comprendre les éléments déterminants est essentiel à l'élaboration de stratégies pour améliorer les soins de santé buccodentaire des nourrissons et des bambins. MÉTHODOLOGIE: La présente étude a utilisé une méthodologie d'interprétation qualitative et descriptive comprenant des entrevues semi-structurées et un échantillonnage choisi à dessein de 13 dentistes et hygiénistes dentaires qui fournissent régulièrement des soins dentaires aux cohortes de nourrissons et de bambins. La méthode constante de comparaison par paires a été utilisée pour appuyer l'analyse thématique. RÉSULTATS: L'analyse thématique a révélé des facteurs qui étaient à la fois endogènes et exogènes au praticien. Ils étaient catégorisés en 4 thèmes interdépendants : 1) praticien; 2) pratique; 3) profession; et 4) population. Ensemble ces quatre thèmes forment un modèle de 4 P qui influencent la réalisation d'affiliations dentaires pour les nourrissons et les bambins. Des facteurs endogènes communs comprennent l'aise du praticien avec les jeunes enfants et avoir de l'exposition clinique aux clients pédiatriques pendant les études dentaires. Des facteurs exogènes communs comprennent la sensibilisation parentale et la couverture d'assurance adéquate pour les interventions préventives. Les stratégies pour améliorer l'acceptation de l'affiliation dentaire pour les nourrissons et les bambins comprennent la formation rehaussée du praticien et la sensibilisation de la population, les messages uniformes de la communauté dentaire, ainsi qu'une augmentation de la rémunération pour les soins de santé buccodentaire pédiatriques préventifs. CONCLUSION: L'établissement d'affiliations dentaires pour les nourrissons et les bambins est influencé par des variables complexes. Par conséquent, les stratégies pour améliorer leur mise en oeuvre doivent comprendre une approche à multiples volets.

Dental Hygiene Students' Clinical Skill Acquisition: Activity theory and the use of videos.

Purpose: Entry-level students in dental hygiene programs have already demonstrated a level of academic success; however they often struggle with the acquisition of psychomotor skills. Recognizing that traditional course materials were not addressing the needs of entry level dental hygiene students, instructional videos were produced to demonstrate clinical skills. The purpose of this study was to investigate students' perception of instructional videos and their impact on the learning environment in regards to students' experiences of skills acquisition.Methods: Online surveys were distributed to all students (n=84) in the fall semesters of 2015 (n=42) and 2016 (n=42). Responses from the surveys were analyzed qualitatively, utilizing an activity theory framework, to identify the impact of instructional videos on the learning environment. The activity theory framework involves the encapsulation of the learning environment that is mediated by tools and situated in a community where a learning activity is carried out to achieve an outcome.Results: Response rates were 76% (n=32) and 69% (n=29), respectively. Student responses concluded that the videos were very or extremely helpful, with 84% (n=27) in 2015 and 79% (n=23) in 2016. Students made comments on the usefulness of the videos and gave suggestions for future improvements. In addition, the comments demonstrated that students found the videos helpful for review purposes and for overall stress reduction associated with the process of psychomotor skill acquisition.Conclusion: Results from this study demonstrate the positive impact instructional videos have on the acquisition of psychomotor skills even within the dynamics of a small class size. Videos can also be utilized as an on-demand review tool that can be accessed before clinical evaluation processes, reducing student stress and providing a level of clarification to support student success.

Dental Implants in the Elderly Population: A Long-Term Follow-up.

PURPOSE: The objectives of this study were to evaluate implant survival and success in the elderly population and to assess indicators and risk factors for success or failure of dental implants in older adults (aged 60 years and older). MATERIALS AND METHODS: This historical prospective study was developed from a cohort of patients born prior to 1950 who received dental implants in a single private dental office. Implant survival and marginal bone levels were recorded and analyzed with regard to different patient- and implant-related factors. RESULTS: The study examined 245 patient charts and 1,256 implants from one dental clinic. The mean age at the time of implant placement was 62.18 ± 8.6 years. Smoking was reported by 9.4% of the cohort studied. The overall survival rate of the implants was 92.9%; 7.1% of the implants had failed. Marginal bone loss depicted by exposed threads was evident in 23.3% of the implants. Presenting with generalized periodontal disease and/or severe periodontal disease negatively influenced the survival probability of the implant. Implants placed in areas where bone augmentation was performed prior to or during implant surgery did not have the same longevity compared with those that did not have augmentation prior to implantation. CONCLUSION: The overall findings concluded that implants can be successfully placed in older adults. A variety of factors are involved in the long-term success of the implant, and special consideration should be taken prior to placing implants in older adults to limit the influence of those risk factors.