• 한국치위생학회지
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• 제6권3호
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• pp.187-201
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• 2006

The purpose of this study is to examine the satisfaction for college life and oral prophylaxis subject and improve the satisfaction for this subject by satisfying students' desire through the results of correlation, and to inspire a professional sense by helping students enjoy healthy college life. In order to achieve these purposes, 127 senior students of the Dental Hygiene Department, Kwangju Health College took part in this study to examine the satisfaction for a study course, a lab, professors, a college, and subjects. The following results were obtained. 1. The overall satisfaction for the Dental Hygiene Department was 2.83 and the highest dissatisfaction factors included difficult subjects and non-aptitude. The overall satisfaction for professors was 3.33 and students wanted professors' human contact with students and a well-prepared lecture. The overall satisfaction for college life was 2.65, suggesting not very high satisfaction, and the highest dissatisfaction factors included similar life to high school and surrounding environment. 2. The overall satisfaction for theory was 3.83 and for practice was 3.91 in oral prophylaxis. While the highest satisfaction was found in 'the objective and direction of class' and 'class and a supplementary lesson in not giving a lecture', the lowest satisfaction was found in 'experience in reading textbook-related materials or books'. 3. The correlation of the satisfaction of theory and practice of oral prophylaxis was examined. The satisfaction of oral prophylaxis theory was positively correlated with a school course, professors, and college, while the satisfaction of oral prophylaxis practice was positively correlated with a school course, professors, college, satisfaction of oral prophylaxis theory, and present health condition(p<0.05). 4. Factors influencing the satisfaction for the theory of oral prophylaxis included professors, while factors influencing the satisfaction for the practice were statistically significant in professors and health condition(p<0.05). Based on these results, in order for professional dental hygienists to be developed as professionals serving society, it is recommended to enhance the satisfaction for an oral prophylaxis subject and that professors should provide warm-hearted support and become a role model as an educator.

• 치위생과학회지
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• 제7권1호
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• pp.49-54
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• 2007

우리나라의 치위생과에 개설된 교과과정의 중복된 세부용어를 조사, 분석하고 현 실정에 맞는 실질적인 교육의 체계화와 활성화를 위한 교과과정의 표준화 방향제시에 기초 자료를 제공하는데에 본 연구의 목적이 있다. 치위생과 교육내용 및 교수요목 중복 실태를 연구한 결과를 요약하면 1. 교과서 목차별 세부용어와 치과위생사 국가시험 문항개발 기준작성을 위한 핵심용어 기준안(2003)의 세부용어가 중복되어진 교과목이 있었다. 2. 치과위생사 국가시험 문항개발 기준작성을 위한 핵심용어기준안의 세부용어에서는 제시되지 않고 교과서 목차별 세부용어상에만 제시된 교과목이 있었다. 3. 교과서 목차별 세부용어상에는 제시되지 않고 치과위생사국가시험 문항개발 기준작성을 위한 핵심용어 기준안의 세부용어상에만 제시된 교과목이 다수 있었다. 4. 교수협의회(2002)가 작성한 대학 치위생과 학습목표 기준 학습시간을 조사한 세부용어에 대입하여 비교한 결과 학습시간이 교과목상 세부용어와 다수 중복되어 나타났다. 5. 교과서 기준 다빈도 중복세부용어로는 잇솔질, 치면세마, 치아우식증, 치은염, 치주염, 타액이 3개 교과목 이상에서 중복용어로 나타났으며, 학습목표기준 학습시간과 비교분석한 결과 1시간~6시간의 학습시간이 배정되었다.

• 한국치위생학회지
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• 제9권1호
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• pp.15-26
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• 2009

The purpose of this study was to prepare improved education guideline by grasping parts and items felt difficult to apply instruments by the students of the dental hygiene department in the practice of oral prophylaxis using manikin and analyzing factors influencing the satisfaction at the oral prophylaxis subject. To achieve this purpose, 285 senior students of the dental hygiene department located in the Kwangju. Jeonnam area who took theory and practice courses of oral prophylaxis but only practiced the manikin from the second semester of 1st year were selected as the subjects. The following results were obtained. 1. In the manikin, the most difficult part was maxillary anterior lingual in the use of explorer, sickle scaler, and universal curet, and maxillary right posterior lingual was in the use of gracey curet. In the dentiform, the most difficult item was instrument stroke in the use of explorer, sickle scaler, universal curet and gracey curet. 2. The highest stressor was the lack of knowledge and skill in practice of oral prophylaxis, followed by the lack of confidence, and difference between theory and practice in oral prophylaxis. The overall practice satisfaction was 3.23 at oral prophylaxis. The highest satisfaction was found in patient and operator position(3.51), followed by basic skill(3.34), the way to use hand instrumentation(3.16), and the way to use oral examination instrumentation(3.01). 3. According to school records, satisfaction at oral prophylaxis practice satisfaction was 3.36 of good, 3.24 of fair, and 3.06 of poor, suggesting significant difference(p<0.05). Students who participated just in practice during a school term showed 3.47 of satisfaction. The highest satisfaction was found in a full-time professor as a professor in charge(3.24) and there was significant difference(p<0.05). 4. The highest correlated factor between oral prophylaxis theory and practice satisfaction was curriculum satisfaction. The use of hand instrumentation was found to have the greatest effect on the practice satisfaction at oral prophylaxis, followed by basic skill, the way of basic instrumentation, and position. There was statistically significant difference(p<0.01).