Study on Clinical Dental Hygiene in Korea Based on Analysis of Clinical Dental Hygiene Curriculum of Fones School in the United States

Choi, Youngjoon; Lim, Keun-Ok; Han, Yang-Keum; Bae, Soo-Myoung; Shin, Bo-Mi; Ahn, Se-Youn; Jeon, Hyun Sun; Kim, Jin; Jang, Sun-Ok; Kim, Hye-Jin; Park, Ji‐Eun; Lim, Hee Jung; Jang, Yun-Jung; Jung, Jin-Ah

doi:10.17135/jdhs.2017.17.2.123

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…Dental Nutrition and Oral Biochemistry can be approached as an integrated curriculum because the learning contents are linked and overlapped. In the United States, they are already being integrated and operated as a subject called 'Nutritional Biochemistry' 12) . Also, in this study, when the educational contents were identified as keywords in each textbook of Dental Nutrition and Oral Biochemistry, it was confirmed that a number of keywords (approximately 30%) were overlapped (results not shown).…”

Section: Discussionmentioning

confidence: 99%

“…Because Oral Biochemistry deals with the types of substances constituting the human body and oral cavity, their chemical properties, roles, and metabolic processes, there is a link between the knowledge covered in Dental Nutrition and Oral Biochemistry 10) . Also, looking at the curriculum of Fones School (Bridgeport, CT, USA), Dental Nutrition and Oral Biochemistry are being integrated into the subjects of 'Nutritional Biochemistry' 12) . Touger-Decker 13) said that as the evidence proving the role of nutrition on the health and disease of the body and oral cavity is increasing, it is necessary to expand the operation by integrating nutrition with other basic or clinical subjects in medical and dental education.…”

Section: Introductionmentioning

confidence: 99%

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Development of Nutritional Biochemistry Learning Goals and Core Competencies in the Dental Hygiene Curriculum

Yoon

Shin

et al. 2022

J Dent Hyg Sci

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Background: In the dental hygiene curriculum, efforts are being made to introduce an integrated curriculum based on the competency of a dental hygienist. Because there is a connection and overlap in learning contents between Dental Nutrition and Oral Biochemistry, which are basic dental hygiene subjects, it is possible to integrate these two subjects. This study aims to derive Nutritional Biochemistry as an integrated curriculum for Dental Nutrition and Oral Biochemistry, and to develop learning goals and competencies for Dental Nutritional Biochemistry. Methods: The learning contents of the integrated curriculum were composed by referring to the contents of the Dental Nutrition and Oral Biochemistry textbooks, and learning goals were derived from the learning contents. Moreover, competency was developed by analyzing the duties of a dental hygienist that can be performed through the learning goals. The Delphi survey was conducted twice to verify the content validity ratio (CVR) of the competence and the learning goal of the integrated curriculum. Results: In the first Delphi survey, the CVR for two competencies was 0.56 or higher. Moreover, it was revised based on expert's opinions, and as a result of the second Delphi survey after the revision, the CVR was either increased or maintained. Eighty-five learning goals were derived by referring to the textbook. According to CVR and expert opinions, after the first Delphi survey, the number of learning goals was reduced to 69. After the second Delphi survey, 68 learning goals were finally derived. Conclusion: The development process of the integrated curriculum conducted in this study can be utilized for integration between subjects in basic dental hygiene.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of Nutritional Biochemistry Learning Goals and Core Competencies in the Dental Hygiene Curriculum

Yoon

Shin

et al. 2022

J Dent Hyg Sci

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“…In other academic fields in the health and medical field, evaluation institutes are being operated to manage the quality of education in order to strengthen competency. Therefore, dental hygiene educational institutions and research institutes should actively improve various educational programs and evaluation methods [15] using cutting-edge educational media to acquire practical and professional skills for strengthening dental hygiene competency.…”

Section: Discussionmentioning

confidence: 99%

Educational Needs for Clinical Dental Hygienists’ Dental Hygiene Core Competencies

choi

2021

Int J Clin Prev Dent

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Objective:The purpose of this study is to investigate the clinical skill proficiency in the core dental hygiene competency of dental hygienists.Methods: One hundred dental hygienists living in Gwangju and Jeollanam-do participated in the study. Data were analyzed with IBM SPSS Statistics for ver. 20.0 (IBM Co., Armonk, NY, USA) for general characteristics, execution of core dental hygiene competency, frequency analysis of the questionnaire, and correlations of one-way ANOVA and Pearson were analyzed. Results:The ranking of the core dental hygiene competency skill requirement was temporary filling and removal (3.43±1.40), toothbrushing education (3.38±1.36), and dental radiography (3.36±1.37). In relation to core competencies for dental hygiene by experience, temporary crown making, temporary filling and removal, removal and installation of temporary attachments, and infection control in 5 years or more were found to exist (p＜0.05). In the correlation between dental hygiene core competency skill requirement, age and radiography showed a significant positive correlation, and experience and temporary filling and removal showed a significant negative correlation (p＜0.05). Conclusion:There were significant differences in the general characteristics of dental hygienists and educational requirements by age and experience. It is necessary to improve various educational programs and evaluation methods to achieve students' clinical competency in schools.

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“…This subject presents the standard 'core' competencies and other competencies, e.g. for health promotion, disease prevention, and the application of Dental Hygienics management, to allow the students to accomplish expertise and quality outcomes as dental hygienists necessary in clinics (Choi et al, 2017). Thus, the Clinical Dental Hygienics units of study should involve processes that cause the students to comprehensively think and make judgments using the concepts explored in prerequisite subjects.…”

Section: Design Of Subjects As Pbl Units Of Studymentioning

confidence: 99%

Study of the Practical Application of Problem-Based Learning to a Major Class of Dental Hygienics: Focused on the Clinical Dental Hygienics Subject

Park

Lee

Kim

2020

J Probl Based Learn

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Recently, demands for a new image of man within society also led to calls for change in approaches to education (Hangyo, 2006). Increases in available information and access to knowledge are evident in our society. While schools are often the primary sources of information, it has become more and more impossible to apply and utilize that information in actual life (Hwang, 2002). In modern times, it is meaningless to make knowledge acquisition and simple memorization of details as the main objectives of education. The central ability in future society should be to utilize the acquired knowledge effectively. Creation of new knowledge will arise from enquiry processes and, education should aim to develop this ability (Yoon, 2009). The purpose of contemporary education is to encourage self-directed learners with prob-Purpose: To i) use outcomes of professional development on PBL for curriculum renewal that leads to more active student learning ii) use academic and clinical peers to develop a learning package that integrates education and practice of Clinical Dental Hygienics and iii) present and evaluate the authentic cases used as stimulus material that is learner-centered. Methods: Professors of Dental Hygienics used professional development sessions to inform curriculum renewal and development of the stimulus material. Others with recent clinical experience used their expertise to assist with the development of learning packages. The PBL package was applied to two junior classes of Dental Hygienics and evaluated for perceptions of student satisfaction. Results: The journey through PBL Package development and implementation, using peer support through Professional Development, is reported on. Responses to statements from a survey on learning experience indicated there was a high level of student satisfaction with learning; after the application of PBL (91.4%) responded positively to the statement, "I actively attended this class". Conclusions: It is necessary to develop more packages that reflect the field of Dental Hygienics and extend the use of PBL to verify its effect. Additional evaluation of the use PBL packages needs to focus on learning outcomes that demonstrate links to actual practice and students' problem-solving, self-directed learning, and teamwork abilities that can be cultivated through PBL methods.

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Study on Clinical Dental Hygiene in Korea Based on Analysis of Clinical Dental Hygiene Curriculum of Fones School in the United States

Cited by 6 publications

References 3 publications

Development of Nutritional Biochemistry Learning Goals and Core Competencies in the Dental Hygiene Curriculum

Development of Nutritional Biochemistry Learning Goals and Core Competencies in the Dental Hygiene Curriculum

Educational Needs for Clinical Dental Hygienists’ Dental Hygiene Core Competencies

Study of the Practical Application of Problem-Based Learning to a Major Class of Dental Hygienics: Focused on the Clinical Dental Hygienics Subject

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