• Journal of dental hygiene science
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• v.12 no.3
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• pp.295-301
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• 2012

This study targeted students of advanced course for bachelor of dental hygiene at 15 universities, which are operating advanced course for bachelor of dental hygiene. This study was performed by questionnaire survey targeting students of advanced course for bachelor of dental hygiene. To analyze relationship between variables, the correlation was carried out. To verify influence of each variable upon participation level, multiple regression analysis was carried out. As a result of this study, the participation motive, expectation for educational institution, and educational satisfaction of students advanced course for bachelor of dental hygiene were found to have influence upon participation level. Based on the result, it is important to understand the participation motive of the students and to offer satisfaction environment and administrative support for enhancing the expectation for education for educational institution. Especially, given striving to enhance the satisfaction with teaching and the satisfaction with effect on advanced major courses, the university needs to make efforts to increase stature as higher education institution through advanced course for bachelor of dental hygiene.

• 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.9 no.3
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• pp.271-278
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• 2009

The purpose of this study was to investigate the educational status of dental hygiene process of care and to provide foundation for introducing curriculums focused on it. Questionnaire (14 questions) on educational status of clinical dental hygiene based on dental hygiene process of care was distributed in 50 dental hygiene schools with full classes. Research was performed with structured questionnaires on the basis of previous literatures, and interview and email survey was conducted. Collected data were analyzed with Frequency analysis, Descriptive statistics, and Chi-square test using SPSS 12.0, and the results were as follows. The average student to clinical dental hygiene faculty ratio of 22 to one regardless of year of curriculum. Sixty two point five percent of dental hygiene school reported having a curriculum about comprehensive dental hygiene process. Regarding the distribution of lecture and practical curriculums, they were less focused on dental hygiene diagnosis (68.8%), planning (65.6%) and evaluation (68.8%) than on assessment and implementation. Just over half (56.7%) reported having education of dental hygiene process of care during the course of curriculum. In conclusion, it is most desirable to provide integrated education based on dental hygiene process of care by reinforcing dental hygiene diagnosis, planning, and evaluation step.

• 치위협보
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• s.80
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• pp.1-12
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• 2004

• Journal of Korean Dental Hygiene Science
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• v.6 no.2
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• pp.141-150
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• 2023

Background: This study was conducted to verify the effectiveness of geriatric dental hygiene education by developing and operating an industrial demand-based curriculum for geriatric dental hygiene. Methods: Wilcoxon signed rank test was performed to verify the before-and-after differences in major competency achievement, geriatric dental hygiene awareness, and class satisfaction according to industrial demandbased field-oriented practical education, and Spearman's correlation analysis was performed to confirm the association between each factor(p<0.05). Results: In the case of major competency achievement, 'communication competence with the older adults' was significantly improved(p=0.031) after conducting industrial demand-based field-oriented practical training. Conclusion: It is believed that the understanding of the older adults and the practical skills for oral care of the older adults can be further developed when the learners are provided with a practical curriculum that can be used in the geriatric industrial field.

• Journal of Convergence for Information Technology
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• v.9 no.12
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• pp.244-251
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• 2019

This study is to investigate the factors influencing the problem solving ability of dental hygiene and students' communication ability and critical thinking and autonomous educational climate. The subjects were 249 dental hygienists who attended two university from May 20 to June 1, 2018. Statistical analysis was performed with mean, t-test and one-way ANOVA. The overall mean of critical thinking tendency was 3.47 points, the total mean of communication life was 3.48 points. The overall mean of autonomous educational climate was 3.14 points and the total mean of problem solving ability was 3.40 points. The higher the critical thinking disposition score, the higher the problem solving ability. The higher the satisfaction of the major, the higher the problem solving ability. Therefore, if the program to improve communication ability, critical thinking tendency, and autonomous educational climate of college students majoring in dental hygiene is expected to improve the problem solving ability.

• Journal of Korean society of Dental Hygiene
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• v.22 no.5
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• pp.315-321
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• 2022

Objectives: Although the number of clinics offering temporomandibular joint (TMJ) physical therapy has been increasing to help with its treatment, the scope of dental physiotherapy reflected in the dental hygienist curriculum is very limited. This study aims to survey the status of dental physiotherapy work and the need for educating dental hygienists. Methods: An online community platform was used to survey 140 dental hygienists working in clinical dental hospitals. The survey included questions about general characteristics, the experience of dental physiotherapy work, the importance of physiotherapy work performance, and the need for physical therapy education for dental hygienists. Results: Half of the study participants had prior experience working in dental physiotherapy. Out of 140 participants, 88.6% agreed with the opinion that 'physical therapy work is important or that it will become important'. Furthermore, 84.3% agreed that 'physical therapy education is necessary for dental hygienists'. Even dental hygienists without physical therapy experience (50.7%) believed that related education would be necessary because of the importance of physical therapy work in dentistry. Conclusions: This study suggests the need for education in dental physiotherapy to help dental hygienists effectively perform clinical tasks.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5304-5313
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• 2015

The purpose of this study was to investigate the effect of self-efficacy and occupational value in major satisfaction in dental hygiene students. The subjects were 236 dental hygiene students in Gyeonggi-do and Chungcheongnam-do. They filled out self-reported questionnaires that consisted of general characteristics of subject, self-efficacy, occupational value, and major satisfaction. Data were analyzed using SPSS WIN 18.0 and Amos. V18. Sophomore's curriculum satisfaction and perceive satisfaction were higher than freshman's. Group of high self-efficacy was higher than average and low groups in major satisfaction. Group of internal occupational value was higher than group of external and neutral occupational value in curriculum satisfaction, perception satisfaction, and total major satisfaction. The most effective factor on major satisfaction of dental hygiene students was self-efficacy.

• Journal of Korean society of Dental Hygiene
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• v.21 no.2
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• pp.193-201
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• 2021

Objectives: We evaluated the learning objectives of dental hygiene courses based on Bloom's learning objectives, and analyze the degree of match with the dental hygienist's job for each detailed subject. Methods: The 5th edition of 'Dental hygiene and learning objectives' was analyzed by subject based on Bloom's cognitive domain classification from March 10 to April. In addition, the degree of match between the contents of the secondary job analysis of the dental hygienist and the learning objectives for each detailed subject were analyzed. Results: The total number of dental hygiene learning objectives was 2,975 (2,762 theory, 52 practice). Among the cognitive domains, the comprehension domain was the most common (79.8%), and the skill domain was very low (4.9%). In the job for each detailed subject of dental hygiene, the most frequently performed was 'dental prophylaxis and practice' with 103 subjects. Conclusions: Overall, dental hygiene learning objectives are mostly theory-oriented, so it is necessary to expand and improve in the direction related to the jobs that clinical dental hygienists perform in the field. In addition, it is necessary to continuously develop timely learning goals, and prepare active strategies for developing high-quality items.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.65-72
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• 2020

This study conducted to investigate the core competency of dental hygiene based on learning outcomes for establishing an educational evaluation and certification system for dental hygiene. The sub-categories of core competencies, the overall score of professional behavior and ethical decision-making ability (category 1) and the ability to apply scientific and professional clinical hygiene and knowledge and skills of clinical dental work (category 2) was highest. and the level of communication skills (category 3) was 4.48 points, and the level of evidence-based integrated thinking and problem solving skills (category 5) was 4.35 points. Furthermore, there was a strong correlation between the core competency sub-categories, and it is necessary to identify the core competency between health care service occupations and to qualitatively study the core competency of dental hygienists working in clinical practice.