• 치위협보
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• s.29
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• pp.1-8
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• 1999

• 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.8 no.3
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• pp.175-182
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• 2008

The purpose of this study was to compare and analyze the behavior status of oral health between dental hygiene and non-dental hygiene students. The subjects in this study were students from two different colleges that were respectively located in Seoul and Gwangju. In order to examine the necessity of oral-health education, the self-recorded questionnaires had been widely distributed and surveyed from June 2006 to May 2007. The following results were obtained on the basis of comparative analysis through the collected materials. 1. As a result of surveying the actual condition of managing oral health, regarding the frequency of tooth brush, the dental hygiene students were the largest in 3 times. And, the non-dental hygiene students were indicated to be the largest in two times(p < 0.01). 2. As for the experience of scaling, the dental hygiene students were the most in having experience(50.9%), and the non-dental hygiene students were the most in having no experience(56.8%)(p < 0.001). 3. As a result of examining about the experience of oral-health education, the dental hygiene students were many in a case of having experience. And, the non-dental hygiene students were many in a case of having no experience(p < 0.001). The findings of the study showed that in terms of the state of oral health care, the dental hygiene students who received a lot of oral health education excelled the other students who didn't.

• Journal of dental hygiene science
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• v.15 no.5
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• pp.560-568
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• 2015

The aim of this study was to provide basic data that could give a positive effect for both new dental hygienists and dental institutions by identifying the impact of one the job training on the organizational socialization, targeting 162 new dental hygienists who currently worked in dental clinic. The data were analyzed using the chi-squire, independent-samples t-test, hierarchical regression analysis. It was shown that the characteristics and contents of a duration of inservice training for new dental hygienists, difficulty, satisfaction, and details of on-the-job training affected organizational socialization by 26.1%. The factor that had the greatest impact on the organizational socialization was dental hygiene service training, followed by guidance of hospital service regulations. This study was significant in that it applied the concept of organizational socialization to the dental hygienists. The future study on the more effective and systematic training program will be needed to help new dental hygienists be socialized more effectively in the new organization.

• 치위협보
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• s.49
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• pp.1-8
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• 2001

• 치위협보
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• s.22
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• pp.1-8
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• 1999

• Journal of dental hygiene science
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• v.6 no.2
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• pp.139-145
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• 2006

This study aimed to examine the factors affecting education satisfaction of dental hygiene students by conducting surveys on a total of 1,840 first, second, and third year dental hygiene students enrolled in 6 colleges in Gyeonggi-do, Chungcheong-do, and Jeolla-do, and then using SPSS WIN 12.0 to analyze the results. The following results were obtained. 1. In terms of differences in satisfaction for each year, "department satisfaction", "major satisfaction", "facility satisfaction", and "lecture satisfaction" showed statistically significant differences (p < 0.05). 2. In terms of differences in satisfaction for each region, all of the categories - "department satisfaction", "major satisfaction", "facility satisfaction", "lecture satisfaction", and "lecturer satisfaction" - showed statistically significant differences (p < 0.05). 3. In terms of differences in satisfaction for the department of dental hygiene, the following factors showed statistically significant differences: general knowledge of dental hygiene (p = .000), channel of knowledge of dental hygiene (p = .001), timeframe of making decision to study dental hygiene (p = .025), motive for choosing dental hygiene (p = .000), career path after graduation (p = .016), and number of years at work after graduation (p = .0000).

• Journal of vocational education research
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• v.29 no.3
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• pp.85-106
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• 2010

The purpose of this study is to analyze and diagnose the curriculum framework of dental hygiene department. Through document analysis process, this study found several empirical data which could give us a clue to understand characteristics of curriculum changes and factors which have impacts on those changes in curriculum at college level. In this study, we could conclude that even curriculum changes at college level had been influenced by social changes like extention of academic years from 2 years to 3 years and changes in licensure test at national level. And also, essential issues in college curriculum like amount of credits, course titles, and requirements-electives distinction etc. also were changed in accordance to social changes and requests. This study found that there is many difference of objectives, credits and course titles among colleges. For that, colleges will form a consultative group under the college level. Based on these results, we can suggest that college curriculum should be flexibly and effectively adapted to changes coping with social and policy changes.

• 치위협보
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• s.2
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• pp.1-12
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• 1995

• 치위협보
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• s.20
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• pp.1-8
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• 1998