Educating Dental Hygienists to Meet Future Health Care Needs and Roles of the Profession

Boyd, Linda D

doi:10.1002/j.0022-0337.2016.80.9.tb06184.x

Cited by 3 publications

(10 citation statements)

References 7 publications

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“…Team members may include but are not limited to physicians, dentists, nurses, social workers, pharmacists, dietitians, physical therapists, speech and hearing specialists, home visitors, and community health workers 6 , 7 . New skill sets will be needed in these integrated environments since dental hygienists in traditional private dental practices have limited interaction with other health care providers 8 …”

Section: Factors Shaping Future Practicementioning

confidence: 99%

“…Technological savvy will enable dental hygienists to use sophisticated techniques when screening for diabetes, human immunodeficiency virus (HIV), human papilloma virus (HPV), and other systemic conditions. Conducting salivary and perhaps serological testing to assess risk for caries and periodontal disease is likely to become the standard of care 8 , 14 …”

Section: Factors Shaping Future Practicementioning

confidence: 99%

“…Multiple chronic medical conditions and treatments, many with oral manifestations, will increase the complexities of oral health care. Dental hygienists need to be prepared to work with medically compromised patients in multiple settings, including hospitals and long‐term care (LTC) facilities 8 …”

Section: Factors Shaping Future Practicementioning

confidence: 99%

“…Integration of oral health with primary medical care would improve access for high‐risk children 16 . Dental hygienists are positioned to play an important role in providing oral health care services to pediatric patients in medical settings 8 . Currently, some medical practices and clinics are utilizing dental hygienists to provide oral health screening and preventive services 5 , 8 , 17 .…”

Section: Factors Shaping Future Practicementioning

confidence: 99%

“…As non‐dental health professionals increase their involvement in oral health diagnosis and prevention, dental hygienists will have an important role to play in the integration of oral health into primary health care 4 – 7 . This integration requires a redefinition of the skill sets, clinical judgment, and knowledge required of dental hygienists 8 . The purposes of this article are to examine some of the forces that will shape the practice of dental hygiene in the year 2040; consider future roles for dental hygienists; assess the strengths and weaknesses of current dental hygiene education; and suggest curricular changes needed to prepare dental hygienists to assume broader roles in future health care delivery settings.…”

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confidence: 99%

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Preparing the Future Dental Hygiene Workforce: Knowledge, Skills, and Reform

Fried

Maxey

Battani

et al. 2017

Journal of Dental Education

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With the health care delivery system in transition, the way in which oral health care services are delivered in 2040 will inevitably change. To achieve the aims of reduced cost, improved access, and higher quality and to advance population wellness, oral health care will likely become a more integrated part of medical care. An integrated primary care system would better meet the needs of an increasingly diverse and aging U.S. population with uneven access to health care services. By 2040, trends suggest that a smaller proportion of dental hygienists will work in traditional solo dental offices; many more will practice with multidisciplinary health care teams in large-group dental and medical practices and in a variety of non-traditional community settings. This integration will require changes in how dental hygienists are educated. To shape the skill sets, clinical judgment, and knowledge of future practitioners, current dental hygiene curricula must be reexamined, redirected, and enhanced. This article examines some of the factors that are likely to shape the future of dental hygiene practice, considers the strengths and weaknesses of current curricula, and proposes educational changes to prepare dental hygienists for practice in 2040. This article was written as part of the project "Advancing Dental Education in the 21 Century."

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Section: Factors Shaping Future Practicementioning

confidence: 99%

Section: Factors Shaping Future Practicementioning

confidence: 99%

Section: Factors Shaping Future Practicementioning

confidence: 99%

Section: Factors Shaping Future Practicementioning

confidence: 99%

mentioning

confidence: 99%

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Preparing the Future Dental Hygiene Workforce: Knowledge, Skills, and Reform

Fried

Maxey

Battani

et al. 2017

Journal of Dental Education

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A survey of cariology education in U.S. dental hygiene programs: The need for a core curriculum framework

McComas

Fontana

2020

Journal of Dental Education

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Objective Dental hygienists play a key role in dental caries prevention and management. As the evidence of dental caries risk, prevention, and management becomes more complex, it is essential that dental hygiene (DH) programs have a strong cariology curriculum. This project aimed to assess current cariology content in U.S. DH programs, how content is taught, and interest in development/implementation of a common/core cariology curriculum framework. Methods Directors of 336 U.S. DH programs were invited to participate in a voluntary online survey using Qualtrics. The survey consisted of 41 items including demographics, details about the program's cariology content, and how it was delivered, and items related to a core cariology curriculum. Results The overall response rate used for analyses was 27.3%. Some findings include: 61.6% stated their program had a defined cariology curriculum, 35.2% did not have an individual cariology course, 61.5% had preclinical hands‐on experiences in cariology, 79.7% are teaching management strategies related to salivary gland hypofunction, 68.3% are teaching use of silver diamine fluoride (SDF), and 64.2% felt cariology was adequately being taught. Only 17.7% are teaching the International Caries Detection and Assessment System (ICDAS) system. 87.3% indicated support for developing a core curriculum framework for teaching cariology in DH programs. Conclusions This study indicated that, although DH programs reported that cariology concepts are being taught both didactically and clinically, discrepancies between concepts taught and the literature exist. Therefore, there is a need to create a more standardized curriculum framework for all U.S. DH programs.

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