• Journal of Korean society of Dental Hygiene
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• v.8 no.4
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• pp.193-204
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• 2008

Purpose : The purpose of this study was to make a comparative analysis of the curriculum segment of the dental hygiene education accrediting criteria, one of the six segments of the criteria, and the curriculums of 26 colleges in a bid to provide information on the modification or improvement of the curriculums. Method : The curriculums of 18 three-year-course colleges and eight four-year-course universities were selected, and the courses offered by 10 colleges or more were categorized into three different fields to tabulate the courses: primary education, prevention / education, and clinical dental hygiene. After the courses were analyzed, some of them that were possible to integrate in view of dental hygienist duties were presented in this study as inclusive courses. Results : There was connection among the degree courses of the three-year-course curriculums in the field of primary education. The curriculums failed to keep up with the worldwide globalization trend. 90 credits or more were allocated to major subjects, which satisfied one of the mandatory requirements of the accrediting criteria, and two colleges provided theoretical and practical courses in the ratio of 50:50. A wide variety of personality-education and teaching-profession courses were offered according to each college's circumstances. None of the colleges was equipped with an inclusive curriculum, and there was a tendency for the three-year-course colleges to offer segmented subjects in accordance with the national examination. The courses in the field of prevention and education that are bound up with the job performance of dental hygienists should be integrated into dental hygiene and practice, and the courses in the clinical dental hygiene field should be incorporated into an inclusive course of 치과임상학. The integration of the courses will make it possible to ensure the successful articulation of the different school systems and to stay abreast with the globalization trend. Even just inclusive courses should give more weight to practice than theory to bolster the job performance of dental hygienists, and an inclusive curriculum should be prepared for students to receive activity-centered hands-on education in different semesters.

• Journal of Korean society of Dental Hygiene
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• v.21 no.3
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• pp.291-300
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• 2021

Objectives: This study aimed to develop human rights indicators through reliability and validity tests in order to measure the human rights situation of dental hygiene students who experience clinical practice at dental clincs. Methods: The basic framework of questions was constructed through literature review. Nine experts were tested for validity of the contents of the experts twice. The main survey was conducted on 121 students in the 3rd and 4th grade who were enrolled in the department of dental hygiene located in Seoul, Gyeonggi and Gangwon-do. Validity was tested through exploratory factor analysis, and reliability was tested through internal reliability coefficient and test-retest method. Results: The cronbach's α value was 0.734, and the Kappa coefficient was 0.584. The result of the reliability and validity test was composed of 11 questions and 3 factors. Conclusions: During the practice of a dental institution, the validity and reliability of the indicators that can grasp the human rights status of dental hygiene students were tested. It is expected that the indicators of this study will be provided an opportunity to understand the human rights situation of dental hygiene students and to improve problems such as human rights violations.

• Journal of Korean Clinical Health Science
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• v.6 no.2
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• pp.1115-1125
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• 2018

purpose : The purpose of the study is to investigate opinion on the legalization of the actual work of clinical dental hygienists. Methods : A self-reported questionnaire was completed by 171 dental hygienists in Busan and Gyeongnam from December 1, 2017 to January 31, 2018. Structured questionnaires were uesd for analysis. The collected data was analyzed using IBM SPSS. Statistic 20.0. Results : The first, assist of dental treatment, Second, dental health care education and consulting duties, and third priority preventive duties were found to be the most important duties in the dental office. Currently, it was investigated perform in a lot of workplace. Preventive treatment tasks include scaling, teeth polishing, applying fluoride and assist of dental treatment include preparation for medical care, preparation for implant surgery, preparation for oral surgery, implant surgery assistant and patient care training, and preparation for periodontal surgery. Conclusion : As a result, the dental hygienist performing a lot of dental assist tasks, oral health education counseling and preventive duties. Nonetheless, clinical dental hygienists are outlaws due to the disparity between practical and legal duties. Therefore, it is urgent to legislate actual duties of dental hygienist so that experts can fully exercise the competency of the public in promoting dental health. Relevant governments and related organizations should take reasonable measures to solve this problem.

• Journal of Korean Dental Hygiene Science
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• v.6 no.2
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• pp.65-77
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• 2023

Background: The shortage of dental hygienists as assistant is a great concern to dental clinics, while dental hygienists are rather pursuing the role of oral hygiene control and preventive treatments which is the main role for dental hygienists in the United States. The dental hygienist and dental assistant system in the United States can be a reference in these discussions. Methods: Educational requirements for licensure and work areas for dental hygienists and dental assistants were investigated through the information provided by the American Dental Association (ADA), American Dental Hygienists Association, National Board Dental Hygiene Examination (NBDHE), Dental Assistants Association of America (ADAA), and Dental Assistants National Board (DANB). Results: In the United States, each state has different systems, but in general, dental hygienists obtain licenses after completing 2~3 years of associate degree programs in dental hygiene after obtaining basic learning skills, and mainly perform tasks related to patient screening procedures, oral hygiene management and preventive care. Dental assistants can take the license test after completing a training course of 9~11 months to obtain a dental assistant certification. Additional expanded work typically requires passing state qualification tests, completing a training program, obtaining a degree, or gaining clinical experience for a certain period of time, depending on the state Conclusion: The scope of work of dental hygienists designated by the Medical Engineer Act and the Enforcement Decree in Korea includes both the work of dental hygienists and dental assistants in the United States, and if a dental assistant system like the United States is introduced to address the current shortage of dental assistants, institutional supplementation such as adjustment of the scope of work and expansion of the role of dental hygienists in oral hygiene management and prevention work is needed and in-depth discussion is necessary.

• Journal of Korean society of Dental Hygiene
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• v.9 no.1
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• pp.73-84
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• 2009

The purpose of this study was to examine the professional self-concept of dental hygiene students, their satisfaction level with clinical practice and the correlation of the two factors. The subjects in this study were 129 dental hygiene seniors at a college located in the city of J. The selected students had been engaged in a 16-week clinical practice. The findings of the study were as follows: 1. The dental hygiene students investigated got a mean of 3.34 out of possible five points on professional self-concept. As for the subfactors of professional self-concept, they got 3.75, 3.38 and 2.87 respectively on communication, professional work handling and satisfaction level. 2. They got a mean of 3.29 out of possible five points on satisfaction level with clinical practice. As to the subfactors of the satisfaction level, they gave 3.60, 3.50, 3.46, 3.04 and 2.83 to environments for practice, the content of practice, supervision, the length of practice and evaluation respectively. 3. In regard to the relationship of general characteristics to professional self-concept, satisfaction level with the major and social perception of dental hygienist made significant differences to professional self-concept. 4. As for connections between the general characteristics and satisfaction level with clinical practice, satisfaction with clinical practice was significantly different according to satisfaction with the major, satisfaction with the amount of practice and satisfaction with social perception of dental hygienist. 5. There was a significantly positive correlation between professional self-concept and satisfaction level with clinical practice(r=.383, p=.001). In conclusion, how much dental hygienists who are trained to be a dental hygienist are gratified with clinical practice is one of integral factors to affect their development of professional self-concept. Therefore prolonged research efforts should be directed into determining in which way clinical practice should be implemented to develop the professional self-concept of would-be dental hygienists and how to raise their satisfaction with clinical practice.

• Journal of Korean society of Dental Hygiene
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• v.10 no.5
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• pp.887-895
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• 2010

Objectives : In this study, 233 dental hygiene students in Seoul and Gyeonggi areas were surveyed in order to provide the basic data for more effective clinical practice by investigating the stress they experience during the clinical practice and how they cope with stress; Methods : 5 areas in stress factors as environmental factor, interpersonal factor, role and activity, ideal and value, and the amount of BEPSI and 4 areas in their coping methods as problem-oriented, social support, emotion-oriented, and wishful thinking were measured by Liker 5-point scale. Results : 1. The satisfaction level of subjects on their major was the highest as 'generally satisfied (50.6%),' and their satisfaction level of clinical practice was also the highest as 'generally satisfied (32.6%).' 2. The clinical practice stress was 2.76 points on average, and their stress factors were ideal and value (3.18), environmental factor (2.98), role and activity (2,70), the amount of BEPSI (2.55), and interpersonal factor (2.37). And the way how they cope with stress were 3.29 points on average, wishful thinking (3.71), social support (3.36), problem-oriented (3.13), and emotion-oriented (2.95). 3. The clinical practice stress according to clinical training institutions showed significant differences: university dental hospitals and general hospitals (2.83), dental clinics (2.65), and dental hospitals (2.63). 4. The clinical practice stress showed a negative correlation between the satisfaction level of major and the satisfaction level of clinical practice (p<0.01), and the more satisfaction they had in their major and clinical practice, the less stress during the clinical practice. 5. In the correlation between each subordinate factor of the stress in clinical practice and how to cope with it, interpersonal factor and emotion-oriented factor, the amount of BEPSI and wishful thinking showed a positive correlation (p<0.05). Conclusions : In this study, it is necessary to develop clinical practice program that is to increase satisfaction and provide motivation in order to reduce the stress during clinical training.

• Journal of Korean society of Dental Hygiene
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• v.15 no.2
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• pp.287-293
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• 2015

Objectives: The purpose of this study was to investigate the influence of achievement motivation and self concept on clinical practice satisfaction in the dental hygiene students. Methods: A self-reported questionnaire was filled out by 206 dental hygiene students in Jeonnam from December to October, 2013. The questionnaire consisted of 6questions of general characteristics, 6 questions of achievement motivation, 18 questions of self concept, and 23 questions of clinical practice satisfaction. Cronbach's alpha was 0.881, 0.889, and 0.935 in achievement motivation, self concept, and clinical practice satisfaction, respectively. The data were analyzed by t-test, one way ANOVA, Pearson correlation coefficient and multiple regression analysis. Results: Clinical practice satisfaction showed a significant difference by grade(p<0.05), personality(p<0.05) and satisfaction of major(p<0.01). Clinical practice satisfaction had a positive correlation with achievement motivation(r=0.508, p<0.01) and self concept(r=0.324, p<0.01). Multiple logistic regression analysis revealed that clinical practice satisfaction was related with achievement motivation(p<0.05) and self concept(p<0.01). Conclusions: The clinical practice satisfaction depends on achievement motivation and self concept. It is necessary to develop the program to improve satisfaction level of clinical practice by achievement motivation and self concept.

• Journal of Korean society of Dental Hygiene
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• v.19 no.3
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• pp.331-342
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• 2019

The purpose of this study is to analyze the clinical dentistry curriculum in Korea and Japan in order to review the application of integrated curriculum in the field. We collected the clinical dentistry syllabi for 2015-16 of the department of dental hygiene of Korea G University and Japan N University. Using the data from Korea, items that were duplicated and integrated were classified by the subjects covered in clinical dentistry. In addition, through case studies conducted in Korea and Japan, we analyzed and compared the credits, class hours, teaching methods, and evaluation methods, by subject. In Korea the total class hours in clinical dentistry, including clinical practice, was 1,095, and in Japan it was 1,104. In Korea, the syllabus covered by each department consisted of about 200 hours centering on theoretical lectures. In Japan, the integrated form of clinical dentistry was taught, and the instructions included all the contents of clinical dental study and also problem-based learning for approximately 100 hours. To strengthen the competence of dental hygienists as professionals, who are actively involved in dental practice, it is necessary to integrate the education contents of segmented clinical dentistry from the perspective of dental hygiene. It is also important to apply teaching methods that can help students improve their ability to solve problems.

• Journal of dental hygiene science
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• v.10 no.2
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• pp.71-77
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• 2010

The purpose of this study was to examine the knowledge of dental hygienists about the elderly and their attitude toward them as dental hygienists played vital roles in oral health care for elderly patients. It's ultimately meant to help improve their right understanding of the elderly to provide quality oral health care service to the elderly population in preparation for an aging society. The subjects in this study were 241 dental hygienists, on whom a self-administered survey was implemented. After the collected data were analyzed, the following findings were given: They got a mean of $12.40{\pm}2.99$ out of possible 22 points on knowledge of the elderly. Their general characteristics and characteristics related to the elderly made no statistically significant differences to their knowledge. As for attitude toward the elderly, they got a mean of $3.13{\pm}0.28$. Concerning links between their general characteristics and attitude toward the elderly, the better-educated dental hygienists took a more favorable attitude to the elderly.

• Journal of dental hygiene science
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• v.15 no.5
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• pp.673-678
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• 2015

The purpose of this study was to evaluate the reliability and accuracy of linear measurements in digital models compared to master model. A master model (ANKA-4; Frasaco GmbH, Tettnang, Germany) with the prepared upper full arch tooth was used. Four linear measurements were recorded between landmarks, directly on the master model and the digital models by a single examiner. Measurements were made with a digital caliper from manual model and with the software from the virtual models. The t-test for paired samples and intraclass correlation coefficient (ICC) were used for statistical analysis. The measurement of two methods showed good reliability. The mean differences between master and digital model were 0.06~0.12 mm. These in vitro studies show that accuracy and reliability of the digital impression is similar to that of the gold standard. Therefore digital impression was also considered to be a acceptable for placement clinically.