• Journal of dental hygiene science
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• v.17 no.2
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• pp.123-133
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• 2017

The aim of this study was to analyze in depth the standardized Clinical dental hygiene curriculum of the Fones School in the United States. We investigated the clinical dental hygiene curriculum in 2015~2016 including title, credit, hours, contents, goals, competencies, and evaluation. We obtained the course syllabus and data related to each subject, for each grade, from the professors and students at the university. The goals and competencies, of the clinical dental hygiene program, which were based on the goals of the Fones School and the mission of the University of Bridgeport, were developed in accordance with the dental hygienist practice standards proposed by the American Dental Hygienists Association. The curriculum consisted of theory to teach proper dental hygiene care procedures and incorporated practical exercises that modeled an actual clinical setting. The students had to document the procedures performed for each client/patient and improve their clinical competency through discussion with the professors. Dental hygiene care should be provided for children, adolescents, adults, elderly, and patients, which includes patients with moderate or severe periodontal status. Students were evaluated by a paper test or case study presentation and their clinical evaluation was based on their clinical competency. In particular, professors evaluated students on a rotational basis, so they could evaluate the level of achievement of clinical competency of all students and find ways to improve any weaknesses. Therefore, the current study suggested that clinical dental hygiene program in Korea could be improved if based on the curriculum of Fones School in the United States.

• Journal of dental hygiene science
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• v.5 no.4
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• pp.221-225
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• 2005

In this study, survey is conducted to make aware of importance which personal protection was accomplished at the dentistry. It investigated the performance of infection control and X-ray safety management to the third grade of D-Health College. 1. The infection control is recognized to high level and practiced certainly at actual training of oral prophylaxis. 2. The infection control is recognized to low level relatively at actual training of radiography. 3. The infection control is not practiced at actual training of radiography except for the film holder. 4. The X-ray safety management is recognized to high level and conducted certainly at actual training of radiography. To consider the above result, the infection control is not nearly practiced at radiography. In accordance with, the education must be demanded that the infection control is practiced throughly at radiography for raising a necessary against the recognization and practice of the infection control.

• Journal of Korean society of Dental Hygiene
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• v.15 no.4
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• pp.603-611
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• 2015

Objectives: The purpose of the study is to investigate the academic achievement in comprehensive dental hygiene courses using MBTI personality type. This study will provide the various pedagogical approaches in the dental hygiene education. Methods: A self-reported questionnaire was completed by 58 dental hygiene students in Chungnam from December, 2012 to March, 2014. The questionnaire consisted of academic achievement of comprehensive dental hygiene course and communication skills, After filling out the questionnaire, the students completed MBTI personality type sheet. Results: The students were categorized as extroversion type (58.6%), sensing type (70.7%), feeling type (56.9%), and perceiving type (67.2%). In the academic achievement, extroversion and judging personality type students had higher self-efficacy than the students of introversion and perceiving types. The extroversion personality type students also had the higher assignment level and confidence than the introversion type. Conclusions: In order to enhance the understanding and learning capacity of the students, dental hygiene professors should understand the differences in achievement levels due to different personality types so that they can utilize better pedagogical approaches.

• Journal of Korean Dental Hygiene Science
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• v.6 no.1
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• pp.51-63
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• 2023

Background: This study involved a geriatric oral care expert who developed the competencies of students in the Department of Dental Hygiene and conducted preliminary research to develop an effective curriculum. Methods: A questionnaire was conducted in the last week of class targeting students who took courses in geriatric dentistry, geriatric dental hygiene, and practice. In order to confirm the educational effect according to the differences in the geriatric dental hygiene curriculum, the differences in students' achievement of major competencies, awareness of the geriatric dental hygiene process, class satisfaction, and ageism were analyzed. Results: Regarding major competency attainment, 'communication competency' was significantly higher in PBL education that combined theory and practice than that theory-oriented PBL education (p=0.038). For ageism, the tendency to avoid older adults was low in PBL education, which combined theory and practice, and was statistically significant (p=0.040). For class satisfaction, the rate of responding 'very high' for the 'class atmosphere' was significantly high (p=0.025) for PBL education that combined theory and practice. Conclusion: The PBL teaching method can be useful as a geriatric dental hygiene curriculum. However, it would be more effective to create a curriculum so that education in geriatric dental hygiene care practice can be combined with theory rather than a theoretical education alone.

• Journal of dental hygiene science
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• v.10 no.3
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• pp.155-160
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• 2010

The purpose of this study was to develop an inclusive dental hygiene practice model in an effort to stir up the self-directed learning of learners to boost their problem-solving skills and ability of providing inclusive personal oral health care in a systematic and efficient manner. The subjects in this study were 41 dental hygiene students who were in their second year in C college located in South Jeolla Province as of 2009. An inclusive dental hygiene practice was implemented during a 15-week period of time from August 31 to December 7, 2009, and a self-administered survey was conducted before and after that by using the same questionnaires. Whether there were any differences between before and after the application of the inclusive dental hygiene practice model was checked, and there was improvement in all the learning motivation, self-directed learning capabilities and satisfaction level. Concerning the relationship of academic standing to changes in learning motivation, self-directed learning capabilities and satisfaction level, the inclusive dental hygiene practice model brought more favorable changes to the students in the lower tiers. The inclusive dental hygiene model should be applied to not only practical courses but theoretical ones so that learners could make progress both in theory and practice, and evaluation tools geared toward assessing their academic achievement and practical abilities should be developed.

• Journal of dental hygiene science
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• v.6 no.3
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• pp.193-199
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• 2006

The purpose of this study was to compare the ideas of dental hygiene education programs between Korea and America. The America dental hygiene education program aimed at development capacity such as comprehensive dental hygiene care, critical thinking and problem solving, self-assessment skill to prepare for and engage in life-long learning, effective interpersonal and communication skill which evidence-based approach to dental hygiene process.

• Journal of dental hygiene science
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• v.16 no.4
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• pp.263-271
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• 2016

This study aimed at comprehending the duty, role, and difficulty of intermediary manager through in-depth investigation of dental hygienist intermediary managers experienced over 10 years working in a dental clinic. In-depth interviews were conducted with 10 dental intermediary managers and Giorgi's analysis method was used to analyze the data. Findings revealed that the work experience of the dental hygienist intermediary managers appeared in the range of "becoming an intermediary manager through various processes", "various duties that they experience as an intermediary manager", "difficulty as an intermediary manager", "ability that they perceive as necessary for being a dental intermediary manager", and "worthiness they feel as the intermediary manager". The dental intermediary managers complained of difficulties at work, and appeared to perform various tasks such as human resource management, clinic management support, and patient's management. Accordingly, the researcher considers that research on dental intermediary managers' capacity development necessary.

• Journal of Korean society of Dental Hygiene
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• v.22 no.1
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• pp.1-9
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• 2022

Objectives: This study was conducted to find scaling patients' oral health belief and satisfaction by applying Comprehensive Dental Hygiene Care (CDHC) process. Methods: From July 1 to September 20, 2020, the data about 182 patients who had scaling in dental clinics and hospitals had been collected and analyzed. For data analysis, SPSS Statistics 22.0 was applied to conduct frequency analysis, chi-square, t-test, One way ANOVA and Pearson's correlation analysis. Results: Regarding oral health behavior, in the CDHC group 92.4% used oral care products (p<0.001), and 67.4% regularly visited dental clinics for oral care (p<0.001). Regarding the oral health belief according to general characteristics, in the CDHC group, persons aged '50-65' scored 2.4 (the highest), and were significantly different from those aged '20-29' as the result of post-hoc analysis (p<0.001). Regarding the oral health belief of the CDHC group according to oral health behavior, the scaling cycle '3 months' scored the highest (p<0.05). The patients' satisfaction had high correlations with benefit (p<0.01) and Importance (p<0.05) as the sub factors of the oral health belief of the CDHC group. Conclusions: CDHC positively influenced scaling patients' oral health belief and satisfaction. Therefore, it is necessary to expand CDHC, as the medium to improve oral health belief and satisfaction, to clinical settings.

• Journal of Korean society of Dental Hygiene
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• v.20 no.4
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• pp.395-408
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• 2020

Objectives: This study was performed in order to provide evidence-based data for the expected professional impact of dental hygienists, and to apply and disclose the comprehensive dental hygiene care process through an in-depth analysis of their scaling experience and investigation of the importance of an evidence-based scaling work performance. Methods: The data were collected from June 3, 2019 to October 3, 2019 by conducting in-depth individual interviews on 10 dental hygienists who are working in dental clinics and hospitals by region. The data were analyzed by using the grounded theory methodology, which is a field of qualitative research method. Results: Study results showed that the core category derived from the paradigm model and change process in this study was 'a process of becoming a mature professional outside practical work'. Conclusions: In this study, the participants were able to gain a sense of occupational accomplishment as dental hygienists by performing scaling based on the comprehensive dental hygiene care (CDHC) process, and to advance into professionals through continuous efforts and research in order to enhance their job competencies.

• Journal of dental hygiene science
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• v.17 no.6
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• pp.523-532
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• 2017

The purpose of this study was to provide basic data to standardize the clinical dental hygiene curriculum, based on analysis of current clinical dental hygiene curricula in Korea. We emailed questionnaires to 12 schools to investigate clinical dental hygiene curricula, from February to March, 2017. We analyzed the clinical dental hygiene curricula in 5 schools with a 3-year program and in 7 schools with a 4-year program. The questionnaire comprised nine items on topics relating to clinical dental hygiene, and four items relating to the dental hygiene process and oral prophylaxis. The questionnaire included details regarding the subject name, the grade/semester/credit system, course content and class hours, the number of senior professors, and the number of patients available for dental hygiene clinical training purposes. In total, there were 96 topics listed in the curricula relating to clinical dental hygiene training, and topics varied between the schools. There was an average of 20.4 topic credits, and more credits and hours were allocated to the 4-year program than to the 3-year program. On average, the ratio of students to professors was 21.4:1. Course content included infection control, concepts for dental hygiene processes, dental hygiene assessment, intervention and evaluation, case studies, and periodontal instrumentation. An average of 2 hours per patient was spent on dental hygiene practice, with an average of 1.9 visits. On average, student clinical training involved 19 patients and 26.6 patients in the 3-year and 4-year programs, respectively. The average participation time per student per topic was 38.0 hours and 53.1 hours, in the 3-year and 4-year programs, respectively. Standardizing the clinical dental hygiene curricula in Korea will require consensus guidelines on topics, the number of classes required to achieve core competencies as a dental hygienist, and theory and practice time.