• 치위생과학회지
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• 제12권2호
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• pp.103-108
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• 2012

본 연구는 예비치과 전문인력의 도덕성 발달수준을 파악하고 윤리교육을 위한 기초자료를 제공하고자 2010년 10월 전라북도 익산시에 위치한 2개 교육기관에 재학 중인 450명을 대상으로 간편형 도덕 판단력 검사지(DIT)를 사용하여 자료를 수집하였고, 수집된 자료는 SPSS/PC를 사용하여 기술통계, t-test, one-way ANOVA, Pearson's correlation coefficient로 분석되었고, 연구결과는 다음과 같다. 1. 치과대학생의 P(%)점수는 43.10이었고, 치위생과학생의 P(%)점수는 41.21로 나타났으나 통계적으로 유의한 차이를 보이지는 않았다(p=0.190). 2. 예비치과 전문인력의 도덕성 발달 단계별 점수는 5A단계가 가장 높았으며 다음은 3, 4, 6, 5B, 2단계의 순으로 나타났다. 5B단계(p=0.014)와 6단계(p=0.010)에서는 집단간에 통계적으로 유의한 차이를 보였다. 3. 예비치과 전문인력의 인구학적 특성에 따른 도덕성 발달 단계별 점수는 치과대학생의 경우 인구학적 특성 중 성별에서 통계적으로 유의한 차이를 나타내었다(6단계, p=0.003). 치위생과학생의 경우 종교(5B단계, p=0.044), 출생 순위(2단계, p=0.027), 성장지역(4단계, p=0.015)에서 통계적으로 유의한 차이를 보였다. 4. P(%)점수와 각 도덕성 발달 단계간의 상관관계는 2, 3, 4, 5B단계와는 역상관관계가 있었고, 5A, 6단계와는 순상관관계가 있었다. 결론적으로 일반 대학생에 비해 낮은 예비치과 전문인력의 도덕성 발달수준을 사회에서 요구하고 있는 치과 전문인력의 도덕성 발달수준으로 향상시키기 위해서는 치과계 현실에 맞는 윤리교육과정이 마련되어 체계적인 윤리교육이 이루어져야 한다고 사료된다.

• 치위생과학회지
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• 제20권1호
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• pp.16-24
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• 2020

Background: Dental treatment has shifted to the center of the community, and the public policy of the country has expanded to support the vulnerable classes such as the disabled. The dental profession needs education regarding oral health services for persons with disabilities, and it is necessary to derive the competencies for this. Therefore, we conducted this study to derive the normative ability to understand the role of a dental hygienist in the oral health service for persons with disabilities and improvement plans for education. Methods: We conducted a qualitative analysis for deriving competencies by analyzing the data collected through in-depth interviews with experts in order to obtain abilities through practical experience. Based on the competency criterion, relevant competency in the interview response was derived using the priori method, and it was confirmed whether the derived ability matched the ability determined by the respondent. Results: The professional conduct competencies of dental hygienists, devised by the Korean Association of Dental Hygiene, consists of professional behavior, ethical decision-making, self-assessment skills, lifelong learning, and accumulated evidence. Also, core competencies of the American Dental Education Association competencies for dental hygienist classification such as ethics, responsibility for professional actions, and critical thinking skills were used as the criterion. The dental hygienist's abilities needed for oral health care for people with disabilities, especially in the detailed abilities to fulfill these social needs, were clarified. Conclusion: To activate oral health care for people with disabilities, it is necessary for dental hygienists to fulfill their appropriate roles, and for this purpose, competency-based curriculum restructuring is indispensable. A social safety net for improving the oral health of people with disabilities can be secured by improving the required skills-based education system of dental hygienists and strengthening the related infrastructure.

• 한국치위생학회지
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• 제18권1호
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• pp.103-113
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• 2018

Objectives: The purpose of the study was to investigate the subjective oral health status, oral health promotion behaviors, and related factors in the university students in Jeonnam. Methods: A self-reported survey was completed by 480 university students in Jeonnam from June 1 to 15, 2016 based on convenience sampling. The questionnaires consisted of general characteristics of the subjects, subjective oral health status, and oral health promotion behaviors. The collected data were analyzed by frequency analysis, independent t-test, one-way ANOVA and multiple regression analysis among others. Results: The average of subjective oral health status was 3.36 and the oral health promotion behavior was 2.87. It was shown to have influence upon the oral health promotion behaviors in the more the use of oral care products, in the better the oral health condition, in the more dental visit experience, in the more you do not drink, and in the more experience in oral health education. Conclusions: To improve the oral health in the university students, interest, knowledge, attitudes, and behavior in the oral health should be changed through development of oral health education programs. Also, efforts to develop curriculum and establish the university policies will be necessary so as for the university students to have responsibility for general health care including oral health in the universities.

• 보건의료산업학회지
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• 제7권3호
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• pp.193-202
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• 2013

This study aimed to investigate and compare the perception of personal protective equipments and instrument sterilization of students who are in attendance at colleges and universities and which have bedside training as a regular subject in their curriculum for third-year students. 'Completely True' is the highest response to the question about the importance of wearing gloves, mask and medical gown from all groups. 'Completely True' is the highest response to the question about the necessity for replacement of gloves from all groups. 'Moderate True' is the highest response to the question about the necessity for replacement of mask from the group without practical training and 'Completely True' is the highest response to the question about the importance of hair cleanliness from all groups regardless of practical training experience. For the question about the perception of instrument disinfection and sterilization, the group with inside and outside practical training showed the highest perception level. Consequently, the right education for prevention of infection by setting inclusive guidelines to enhance the level of perception and practice seems continuously necessary.

• 대한치과기공학회지
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• 제31권4호
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• pp.55-66
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• 2009

This research collected the curriculum for Dental Technology from a total of 20 schools --3-year colleges and 4-year colleges-- all in Korea. And we analyzed the average credits of subjects from students. As a result of this analysis, we get the conclusion below: 1. In the arithmetic mean of the major basis subjects which graduates and undergraduates answered about each subjects; Seminar, Dental morphology I II, Dental morphology practice I II, and Dental devices & instruments don't have many credits. And averages of the major application subjects credits which are Implants(especially low), Occlusal anatomy practice I II, Dental ceramics practice I II, and Dental ceramics practice are low, mostly have a converged tendency in high points. 2. In an analysis of the correlation which is based on the major basis subjects: Dental esthetic, oral anatomy I II, Dental materal practice III, Dental casting pracedure, Oral hygiene, Health & medical law, Management administration, and Medical terminology have a meaningful difference. (${\rho}$ < 0.05) 3. In an analysis of the correlation which is based on the major application subjects; Crown and bridge prosthodontics practice IV, Complete denture prosthodontics I II III, Complete denture prosthodontics practice I II III, Dental ceramics I II, Dental ceramics practice I II, Dental ceramics practice IIII, Occlusal anatomy I II, Occlusal anatomy practice I, Operative dentistry laboratory technology I, Operative dentistry laboratory technology practice II, Dental attachment laboratory technology practice, Implants, and Dental laboratory clinical practice have meaningful difference. (${\rho}$ < 0.05) 4. In an analysis of the correlation which is based on the ratio of a theory to an actual training; 40:60(38.57%) is the highest, followed by 30:70(30.04%), 50:50(23.32%), 60:40(5.83%), and 70:30(2.24%). These have meaningful difference. (${\rho}$ < 0.05) 5. In an analysis of the correlation which is based on the distinction of sex: Partial denture prosthodontics practice I II III, Complete denture prosthodontics I II III, Complete denture prosthodontics practice I II III, Occlusal anatomy practice I II, Implants, Medical terminology have meaningful difference. (${\rho}$ < 0.05) For the purpose of training entrepreneurs of middle standing who is required by a future society, Department of Dental Technology's Curriculum need to be managed with planning a curriculum which reflects opinions of graduates, undergraduates and a society, and also are considered not focusing on a supplier but focusing on a user.

• 한국치위생학회지
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• 제13권6호
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• pp.1031-1039
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• 2013

Objectives : The purpose of this study is to improve the oral health knowledge in children education institute teacher. Methods : Data were selected by convenience sampling method. A self-administered questionnaire was filled out by the children education institute teachers. Frequency analysis and $x^2$ test were used to analyze the actual condition of oral health education and utilizing media contents. Pearson's Results : 1. The teachers received the oral health education (94.3%) twice to five times. 2. There was a difference between position and career of teacher in implementing oral health education. 3. Most of the oral health education were done by the dentists. Tooth brushing method was the most common education contents. Skill demonstration was the most common teaching method. 4. There was a positive correlation between experience and implementation of oral health education. 5. Use of education media accounted for 74.1% in oral health education. The number of media was more than two to five. 6. Self-devised media contents were the most commonly used in oral health education. Visual materials, dentiform and tooth brush were the most common contents in oral health education. Conclusions : It is necessary to develop the systematic and repetitive oral health education curriculum for the children education institute teachers. The dissemination of media for oral care is needed for oral health care knowledge acquisition.

• 한국융합학회논문지
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• 제10권10호
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• pp.51-58
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• 2019

본 연구는 치위생과 재학생의 감성지능과 학습몰입 및 학업탄력성과의 관계를 파악하기 위해 시도되었다. 대구 소재 D대학 치위생과 1~3학년 319명을 대상으로 설문지를 이용하여 2018년 5월 한 달간 자료를 수집하였다. SPSS window ver. 18.0 프로그램으로 기술통계, ANOVA, 피어슨 상관계수, 다중회귀분석으로 분석하였다. 연구결과 치위생과 재학생들의 감성지능과 학습몰입, 학업탄력성은 유의한 상관관계를 보였으며, 감성지능이 높을수록 학습몰입과 학업탄력성이 높은 것으로 나타났다. 따라서, 치위생과 학생들의 전공관련 학습몰입과 학업탄력성을 향상시키기 위해서는 감성지능을 높일 수 있는 프로그램과 교육과정 개편을 제언한다.

• 한국치위생학회지
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• 제22권5호
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• pp.315-321
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• 2022

연구목적: TMJ 물리 치료를 제공하는 치과병의원의 수가 증가하고 있지만 치위생학 교육과정에서 구강내과학에 수반되는 치과 물리치료의 교육내용은 매우 제한적인 상황이다. 본 연구의 목적은 치과위생사의 치과 물리치료 업무 현황을 살펴보고 치위생학에서의 관련 교육의 중요도 및 수요도를 조사하기 위함이다. 연구방법: 온라인 플랫폼을 통한 임상에 종사하고 있는 총 140명의 치과위생사를 대상으로 일반적 특성, 치과 물리치료 업무 경험 및 중요성, 관련 업무에 관한 치위생학 교육 수요도 등에 대한 질문으로 구성되었다. 연구결과: 연구 참여자의 절반에 가까운 49.3%가 치과 물리 치료 업무수행 경험이 있는 것으로 조사되었다. 이들의 근무 영역은 주로 TMJ 자극치료 인증 클리닉이었다. 응답자 140명 중 88.6%가 '물리치료 작업이 중요하거나 중요해질 것'이라고 인식하였고, 84.3%가 '치위생사에게 물리치료 교육이 필요하다'고 응답하였다. 치과 물리치료의 경험이 없는(50.7%) 임상 치과위생사들에서도 치과에서 물리치료 업무의 중요성의 인지 및 관련 교육이 필요하다고 응답하였다. 결론: 치과위생사가 보다 실질적인 임상업무를 효과적으로 수행할 수 있도록 치위생 교육과정에서의 치과물리치료 교육이 필요함을 제안한다.

• 한국치위생학회지
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• 제7권3호
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• pp.259-271
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• 2007

AIDS is increasing by geometric progression in the world with more seriousness and HIV/AIDS is still spreading. Thus, the study enforced a self-administered survey with 526 dental hygiennics students to carry out an upright recognition and education on AIDS by grasping knowledge and attitude of dental hygienics students who will work at dental hospitals or clinics after graduating in AIDS. As the result, the study got the following conclusion. 1. 51.1% of the students got knowledge on AIDS and the majority out of them got its knowledge through school(35.2%) or mass media(10.8%). 2. The average score of dental hygienics students' knowledge in AIDS was 87.67: The first-grade students(86.00), the second-grade students(88.88) and the third-grade students(88.37) (p=0.000). 3. They had an accurate recognition about AIDS' causes, its infection ways and interceptive methods of its infection way in knowledge of AIDS(p=0.000). 4. In their attitudes for AIDS, the average score was $57.43{\pm}$: The first-grade students(56.19), the second-grade students(57.70) and the third-grade students(58.70)(p=0.001). 5. In their attitudes for AIDS, the students($4.09{\pm}0.82$ scores) responded that they would prepare for AIDS' infection of their families(p=0.004) while, on the other hand, the students($4.06{\pm}0.82$ scores) responded that they wanted to avoid PWA's dental treatment(p=0.001). Therefore, it is judged that vocational education as a specialized worker as well as AIDS education should be realized since it was appeared that they had not enough thought as a mature professional worker. 6. Dental hygienics students who would work at dental hospitals or clinics after graduating were in the environment infected in all diseases and so most of the students($4.23{\pm}0.74$) responded that AIDS education should be included in curriculum.

• 한국치위생학회지
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• 제9권4호
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• pp.633-643
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• 2009

Objectives : This study is aimed to help the dental hygiene department students to improve their adaptive ability to the field work by letting them know the performing levels required of the job world, by renovating the knowledge-centered curriculum, and by finding out the core competencies needed for successfully performing their duties and tasks in the work field. Methods : The survey tool was recomposed through the examination of the preceeding studies on basic vocational competencies and skills, and the survey has been done to 200 dentists in Seoul and Gyunggi provice. Results : 1. As for the job-getting routs, 35.1% of them finds their jobs through the job portal sites, and 21.3% through the recommendation by professors. So we can see the meaningful difference in the employment ways. 2. Dental hygiene clinics think that the purpose of their cooperation with the colleges is mainly to secure human resources by requiring the colleges to give field-centered education the colleges through. 3. The clinics for dental hygienic students' field learning have a great power for hiring the students. So it is necessary to set up a good management system of the clinics for dental hygienic students' field learning in order to reinforce the students' competitive power in getting jobs. 4. The priorities in basic working abilities needed for the task performance are in the order of vocational responsibility, self-managing & developing ability, interpersonal skill, and problem solving ability. 5. The core competencies required of those who graduate from dental hygiene school show the following scores by Likert measurement; good personality and vocational consciousness 2.16(${\pm}.677$), understanding power of major-related knowledge 2.19(${\pm}.723$), field adapting ability 2.31(${\pm}.748$), get-along-with ability 2.32(${\pm}.799$), interpersonal skill 2.42(${\pm}.768$), and self-development ability such as getting certificates 2.43(${\pm}.729$). Among the core competencies, the only meaningful factor which influences on their satisfaction measurement has been identified as the professional ability related to the major. Conclusions : The results suggest that the knowledge and skill related to the major are core competencies of able human resources and closely related with the professionality of the job, and so they are very important. However, job basic abilities are also proved to be important, which reinforce the students' activeness, self-regulation, and creativeness, and help them to pursue their lasting growth in their abilities.