Analysis of the education objectives of the dental hygiene department from core competencies-based perspective

Choi, Gyu-Yil; Lee, Hyung-Suk

doi:10.13065/jksdh.2012.12.5.1049

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…Dental hygienist education aims to foster oral health professionals with a focus on oral health education and preventive dental treatment, and it is defined by the oral health educator that educates for oral hygiene improvement and oral hygiene management 16) . However, in clinical practice, there are many barriers to performing actual legal work and roles learned in educational curriculums, which has resulted in gaps in dental work 17) .…”

Section: Discussionmentioning

confidence: 99%

Competencies of Dental Hygienists for Oral Care Service for People with Disability

2020

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Background: Dental treatment has shifted to the center of the community, and the public policy of the country has expanded to support the vulnerable classes such as the disabled. The dental profession needs education regarding oral health services for persons with disabilities, and it is necessary to derive the competencies for this. Therefore, we conducted this study to derive the normative ability to understand the role of a dental hygienist in the oral health service for persons with disabilities and improvement plans for education. Methods: We conducted a qualitative analysis for deriving competencies by analyzing the data collected through in-depth interviews with experts in order to obtain abilities through practical experience. Based on the competency criterion, relevant competency in the interview response was derived using the priori method, and it was confirmed whether the derived ability matched the ability determined by the respondent. Results: The professional conduct competencies of dental hygienists, devised by the Korean Association of Dental Hygiene, consists of professional behavior, ethical decision-making, self-assessment skills, lifelong learning, and accumulated evidence. Also, core competencies of the American Dental Education Association competencies for dental hygienist classification such as ethics, responsibility for professional actions, and critical thinking skills were used as the criterion. The dental hygienist's abilities needed for oral health care for people with disabilities, especially in the detailed abilities to fulfill these social needs, were clarified. Conclusion: To activate oral health care for people with disabilities, it is necessary for dental hygienists to fulfill their appropriate roles, and for this purpose, competency-based curriculum restructuring is indispensable. A social safety net for improving the oral health of people with disabilities can be secured by improving the required skills-based education system of dental hygienists and strengthening the related infrastructure.

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Section: Discussionmentioning

confidence: 99%

Competencies of Dental Hygienists for Oral Care Service for People with Disability

2020

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“…Because it involves top-down method of delivering fragmentary knowledge and skills for license acquisition, the opportunities to gain integrative understanding about the actual work situations and the application of such knowledge and skills are limited. Consequently, there are difficulties in gaining the necessary competencies to perform the basic duties of a dental hygienist 19) . Therefore, with this study, we present the development of a PBL module that included problem scenarios and teaching-learning process plans to be incorporated into clinical dentistry courses, PBL module provides the basic information for an integrative dental hygiene education that would allow learners to gain the competencies needed in the clinic.…”

Section: Discussionmentioning

confidence: 99%

The Development of Problem-Based Learning Module for Clinical Dentistry in Dental Hygiene

Jeong

Shin

et al. 2017

J Dent Hyg Sci

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We attempted to develop a problem-based learning (PBL) module for integrated education in dental hygiene with the aim of helping students gain clinical competencies necessary for dental hygienist work. To develop the PBL Module for Clinical Dentistry in Dental Hygiene course, the researchers identified literature related to not only educational technology, but also medical science, nursing, dentistry, and dental hygiene. During the design phase of the PBL module, problem scenarios and a plan for the teaching and learning process were developed. Developing problem scenarios involved describing a problematic situation and three questions related with that situation. To cultivate competencies required in dental clinics, each question was related to the diagnosis of a dental disease, dental treatment, and dental hygiene procedures for care. Teaching-learning process plan included the designs of operating environment, operational strategies, learning resources, facilitation of problem-solving process, and evaluation. It is necessary to evaluate the PBL module for integrated education in dental hygiene to confirm its effectiveness.Key Words: Clinical dentistry, Education, Problem-based learning IntroductionDental hygiene education in Korea began with the introduction of a 2-year curriculum in 1965 by the Severance Hospital affiliated with College of Medicine at Yonsei University, which was based on dental hygienist training program from Fones School of Dental Hygiene in the United States. Contrary to the goal of dental hygienist training that focuses on preventive duties, dental hygiene education at the time consisted of theoretical and practical education on assistance for care 1) . In 1994, dental hygiene education throughout Korea was converted to a 3-year curriculum, and the development of a 4-year curriculum in 2002 has led to an extension of the schooling, along with an increase in the number of well-qualified dental hygienists to date 1) .Existing dental hygiene education has several problems, such as the content being excessively segmented into too many courses, the courses not being focused on dental hygiene, courses being dentistry-based, focusing on the duties of dental care assistance, without any consideration for the various roles that dental hygienists play 2,3) .Course-based education may lead to content overlapping with other courses or certain lessons not being taught based on the belief that these would be taught in other courses 4) . Moreover, because the curriculum progresses in no logical order, blended learning between courses becomes difficult, which limits the students' ability to build interdisciplinary integrative thinking 4) . Additionally, dentistry-based education has the goal of disease treatment, and its focus on dental care assistance duties differ from the duties of dental hygienists, whose goal is health promotion. This presents difficulties for the dental hygiene students in gaining comprehensive understanding and in applying what they learn to actual work situations. This ultimatel...

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“…The BOH program has a defined set of clinical competencies that are reflective of the knowledge, skills and values that must be achieved to deem the oral hygienist as competent for practice [ 8 ]. In order to assess the execution of these competencies an assessment instrument aligning curriculum outcomes and detailed competencies that will coalesce and regulate the entry level competencies with that of hygienists globally is needed [ 9 ]. Assessment of these competencies will enable the clinical teacher to gauge a students’ ability to meet or exceed the set criteria in the context of holistic patient care.…”

Section: Introductionmentioning

confidence: 99%

Development of a competency-based clinical assessment instrument for exit level Oral Hygiene students at the University of Western Cape

et al. 2022

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Seminal to the process of a health sciences curriculum evaluation is the periodic review of clinical assessment instruments that measure competency. An assessment of quality is facilitated by using a well-structured, authentic and reliable instrument. This process rests on designing and measuring the instrument against a sound framework and validating it for scientific merit. This paper documents the pedagogy and the process taken in developing an improved formative competency-based assessment instrument for the final year students of the Bachelor of Oral Health program (BOH) at the University of the Western Cape (UWC).Methods: A qualitative research study design employing the Nominal Group Technique (NGT) was used as a method for gaining small group consensus on the clinical assessment instrument for exit level Oral Hygiene (BOH3) students within the parameters of assessment principles. The key contributors to the instrument development process were the academic staff of the Department of Oral Hygiene, involved in clinical teaching and assessment of student competency.Results: The domains of ethics and professionalism, patient assessment, diagnosis, treatment planning and implementation was identified as the core elements in the assessment. The principles of assessment, which include, alignment with outcomes, feedback, transparency and validity, were used to guide the instrument development. The assessment criteria were cross examined for alignment to the learning outcomes of the module and the program whilst formative feedback was foregrounded as a central feature to support student learning and progress monitoring. Transparency was obtained by providing students access to the instrument before and after the assessment including the written feedback on their performance. The instrument embodied a range of criteria to be assessed rather than on the awarding of a cumulative score. This allowed for the identification of the criteria or domain within which a student is struggling or excelling. Consensus on the instrument design was achieved using the NGT phases throughout the instrument development process including the weighting of the domains and grading. This level of engagement together with the application of scientifically sound assessment principles contributed to the validation of the instrument.Conclusion: The development of a competency-based assessment instrument was the result of a structured, collaborative and scientifically engaged process framed around specific assessment principles. The process culminated in the development of a formative competency-based clinical assessment instrument that was fit for purpose in the Bachelor of Oral Health program.The Nominal Group Technique served to be a valuable approach for small group consensus in developing the instrument. It served to promote individual perspectives and to generate debate and group discussion between academics that were proficient in clinical teaching and, finally to facilitate group consensus on the instrument structure and system for administration.

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Analysis of the education objectives of the dental hygiene department from core competencies-based perspective

Cited by 5 publications

References 5 publications

Competencies of Dental Hygienists for Oral Care Service for People with Disability

Competencies of Dental Hygienists for Oral Care Service for People with Disability

The Development of Problem-Based Learning Module for Clinical Dentistry in Dental Hygiene

Development of a competency-based clinical assessment instrument for exit level Oral Hygiene students at the University of Western Cape

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