• Journal of dental hygiene science
• /
• v.23 no.1
• /
• pp.1-12
• /
• 2023

Background: This study aimed to identify the present level and needs of clinical dental hygienists and to present the Borich needs assessment and the locus for focus model as integrated priorities. Methods: The participants of this study were dental hygienists working in dental clinics (hospitals). The final data of the 194 participants were analyzed using frequency analysis and a paired sample t-test. To analyze the need for clinical dental hygienists to perform work, the Borich priority determination formula was used. The x-y plane consisting of four quadrants was used to analyze the need using the locus for focus model, which helps to determine the priority while showing visual effects. Results: "Scaling" was the highest required level for clinical dental hygienists, and "panorama taking" was the highest present level. The priorities of educational needs were systematically and visually derived from dental hygienists who were currently working through the Borich needs assessment and the locus for focus model for each task performed in the clinical field. Through the priorities of these two models, a total of 13 items appeared in the common high-level area; "oral health care (disability)," "oral health care (systemic disease)," "applying a rubber dam," "professional mechanical tooth cleaning," "root planing," "taking vital signs," "medication counseling," "wire cutting," "removing cement after removing band/bracket," "delivering bracket," "preparing mini-screw implantation," "dental insurance claim," and "patient reception." Conclusion: Based on the results, the department of dental hygiene should maintain and improve the standardized clinical practice curriculum and clinical dental hygienists' practical skills and contribute to the realization of the legal scope of dental hygienists, reflecting the requirements of clinical fields.

• Journal of dental hygiene science
• /
• v.13 no.1
• /
• pp.36-44
• /
• 2013

The purpose of this study was to provide basic data for healthy and effective dental management by providing the knowledge and information on periodontal health promotion as well as high dental health interests, by doing a comparative analysis of the effect of dental health knowledge and oral hygiene management skills of people in their 20s on periodontal health status assessment, to find periodontal disease early and prevent it targeting 130 adults in their 20s who visited dental hygienic lab for comprehensive dental hygiene care and treatment from September 25 to October 30. The data collected used SPSS 18.0. To present the technical characteristics of the data, frequency was used and chi-squared test through cross-analysis was conducted to investigate dental health knowledge and the relevance between the variables of oral hygiene management skills of general characteristics. To examine periodontal health status assessment, t-test and One-way ANOVA and Turkey post-hoc tests were carried out at the 5% significance level. Regression analysis was performed to investigate the impact of dental health knowledge and oral hygiene management skills on dental health status assessment. As a result of this study, as dental health knowledge on tooth brushing of people in their 20s increased, plaque index reduced, as dental health knowledge on periodontal disease increased, plaque index reduced. Dental health status assessment according to a total number of times tooth brushing, tooth brushing methods, whether to use dental hygiene devices, smoking status, drinking frequency per week, whether to have oral health education was statistically significant. To improve the level of dental health knowledge and oral hygiene management skills, oral health education should be strengthened as well as the publicity through the media to have the information on oral health and learn it.

• Journal of the Korean Society of School Health
• /
• v.13 no.1
• /
• pp.147-160
• /
• 2000

The purpose of this study was to serve as a basis for better student practice in dental hygiene and for determining educational direction for dental hygiene clinical education by examining what students and clinical-practice instructors thought on clinical practice and what factors gave an impact to clinical education. For attaining the purpose, an investigation was made of 449 third-grade students in the department of dental hygiene at seven educational institutes in Seoul and Kyoung-gi province. 246 instructors in charge of the clinical practice of the students at dental hospital or clinics were also examined. The findings of this study were as follows: 1. The instructors and students had different opinions on the number of trainees, training time, beginning of training, and assessment(p<0.05). The instructors thought that a trainee was appropriate for an instructor(59.8%), and that training time was not sufficient(30.8%). They considered it proper for students to start practice during the summer vacation of second year(21.5%), and responded that assessment should be done by the dentist, dental hygienist or professor in charge(44.7%). However, the students had an idea that an instructor should take charge of 2 or 3 trainees(47.4%), and that there was a lot of training time(55.7%). They considered it appropriate to start practice in the first term of second grade(l9A%), and thought the assessment should be made by the dentist and dental hygienist in charge(44.8%). 2. The students' satisfaction was clinical practice was affected(p<0.05) by their own selection of training institutes(28.1%), the absence of trainee from other colleges(29.4%), ample practice time(28.3%), implementation of student assessment once a day(45.3%), diverse practice opportunities (45.5%), and easy traffic to the training institute(32.9%). 3. The achivement of clinical practice was influenced by practice opportunities, the degree of faithful treatment performance, the frequency of student assessment, the number of trainees, traffic to training institutes, assistance in understanding theoretical knowledge of clinical practice, and assessment methods(p<0.05).

• Journal of Korean society of Dental Hygiene
• /
• v.9 no.3
• /
• pp.536-544
• /
• 2009

Purpose : This study aimed to examine the relationship between intragroup peer evaluation and self-directed learning readiness(SDLR) in an Introduction to Education class that used a team based learning(TBL). Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. Method : The research subject pool comprised of 87 $1^{st}$ students in D Health College. Each team was composed of 6~8 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. Results : SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, 'openness to challenge' and 'self-confidence as a learner' was shown to have the predictive power for the peer assessment. Conclusion : The colleges should provide dental hygiene students with learning opportunities on ability to do self-directed learning through diverse learning methods such as team based learning.

• Journal of Korean society of Dental Hygiene
• /
• v.19 no.3
• /
• pp.437-448
• /
• 2019

Objectives: The purpose of this study was to suggest an effective instruction method for dental hygiene students by determining the degree of importance and satisfaction that they attach to the courses. Methods: Data obtained from a survey that was conducted on 654 dental hygiene students were analyzed. Statistical Package for the Social Sciences version 23.0 was used for the statistical analysis. A paired t-test was conducted to detect the differences between the degree of importance that the respondents attached to the courses and the degree of satisfaction they achieved. A comparative analysis of the two was performed using the IPA analysis. Results: Regarding the items, the respondents found the environment most important, followed by the content, method, perspective, and assessment. Regarding satisfaction, they were most satisfied with the environment, followed by the perspective, method, content, and assessment. Regarding the importance of ideal teaching, the respondents gave the highest priority to 'a class in which the core content is summarized, emphasized, and explained.' The satisfaction was the highest toward 'PowerPoint-based classes in which the core content is well-organized.' Based on the results of the IPA analysis, the respondents regarded 16 items as requiring maintenance and continuous efforts, 12 items as low priority, and 4 items as requiring excessive efforts and timely improvement. Conclusions: An ideal class requires the instructor to utilize various teaching methods that would enable the students to comprehend the detailed teaching content and elicit active interaction and feedback from the students through easy-to-understand lectures that are appropriate for students.

• Journal of Korean society of Dental Hygiene
• /
• v.18 no.6
• /
• pp.891-902
• /
• 2018

Objectives: The purpose of this study was to propose contents of a curriculum and training program for dental hygienists as medical professionals by surveying the opinions of clinical dental hygienists and dental hygiene professors. Methods: The subjects were 192 clinical dental hygienists and 193 dental hygiene professors. They answered questionnaires that consisted of grading each task based on its importance: a) for dental hygiene students to learn, b) to perform autonomously in clinical practice, and c) the expectancy of the task to change when dental hygienists become medical professionals. Data analysis was performed using an independent sample T test to capture differences between clinical dental hygienists and dental hygiene professors. The terms in the answers of open-ended questionnaires were extracted. We used R 3.5.0, R Recommender, and Wordcloud software packages. Results: Calculus removal had the highest scores for dental hygiene students to learn and expectancy to change when dental hygienists become medical professionals. Physiotherapy of temporomandibular disorders (TMD), planning, performing, and assessment of community oral health programs had the lowest scores in autonomy in clinical practice. The dental hygiene professors gave higher scores in most of the tasks for dental hygiene students to learn, autonomy in clinical practice, and expectancy to change, than did clinical dental hygienists. Cardiopulmonary resuscitation (CPR), job ethics, and communication were the most frequently mentioned terms in the training as medical professionals program contents. Conclusions: In the future, it will be necessary to study the curriculum to improve the proficiency of dental hygienists as medical professionals.

• The Journal of the Korean dental association
• /
• v.52 no.8
• /
• pp.464-471
• /
• 2014

This article reviewed theological background and historicak development in dental caries management by risk assessment. Dental caries prevention and treatment according to CAMBRA model is patient-centered, risk-based, evidence-based practice. Team approach is necessary and clinician need to integrate science, practice and product. Dental hygienist take a important role in implementing CAMBRA. CAMBRA model could be incorporated into dental and dental hygiene education. Dentist and dental hygienist able to provide scientific and ethical care managing dental caries by risk assessment.

• Journal of Korean society of Dental Hygiene
• /
• v.19 no.5
• /
• pp.635-649
• /
• 2019

Objectives: This literature review seeks to identify the current status of the liberal arts education of dental hygiene majors offered by universities in Korea and the U.S. and provide a comparative analysis of the data on liberal arts education in both countries. Methods: From April 3, 2017 to May 1, 2017, research data on curriculum topics were collected from 60 selected universities. The data were collected from university websites, which also provided the universities' emails and dental hygiene major descriptions. We calculated the descriptive statistics of the variables and performed independent t-tests on the data. Results: In all the domains of the NCS and K-CESA, the dental hygiene major currently offers courses on language and communication and general education, focusing on self-management and development. Few universities offer subjects from other disciplines. Conclusions: Pro-actively exploring strategies is a prerequisite to the systematic operation of standardized dental hygiene education. It is imperative to conduct research consistently on relevant topics, such as teaching methods, general education standards, and connectivity between major subjects and the goals and effects of exposure to a general education.

• Journal of Korean Dental Hygiene Science
• /
• v.4 no.1
• /
• pp.65-77
• /
• 2021

Background: The purpose of the present study was to evaluate changes in the communication capabilities of dental hygiene students after completing a problem based learning (PBL) dental communication curriculum. With this information, we intend to gather the basic data necessary to stress the need for and value of an education in communication regarding dental hygiene. Methods: PBL-based education was provided to a total of 49 third-year dental hygiene students who took the dental communication class taught by the Department of Dental Hygiene at S University during the 2^nd semester of 2020. The relevant self-evaluation was modified, based on the aim of the present study, to refer to three basic key competencies related to the communication capabilities of dental hygienists. An assessment of dental communication competency was conducted by analyzing the changes in self-evaluations before and after completing the course, for each question, using a paired t-test. The statistical significance level was set at p < 0.05. Results: Analysis of core competencies before and after PBL-based dental communication education indicated that all competencies were significantly improved after education (p < 0.01). Conclusion: Dental hygiene students' dental communication skills increased significantly after completing PBL-based dental communication education. Therefore, a PBL-based dental communication curriculum is effective in improving dental communication skills for dental hygiene students.

• Journal of dental hygiene science
• /
• v.15 no.2
• /
• pp.220-225
• /
• 2015

This study was conducted to examine O'leary index, patient hygiene performance (PHP) index, and toothbrushing practice assessment in subjects of college students in 20s who had been randomly selected. The purpose of this study is to examine if it is easy for rolling method which is recommended by many dental professionals in Korea to implement and to effectively remove dental plaque. Also, the correlations between dental plaque index and toothbrushing practice assessment with the course of time was confirmed, after instruction session on toothbrushing was provided. STATA 11.0 (StataCorp) was used for analysis. There was no significant difference on the three ways of O'leary index, PHP index, and toothbrushing practice assessment in using rolling method, bass technique and toothpick method when comparing the average resulting from first to third instruction session on toothbrushing. O'leary index, PHP index, and toothbrushing practice assessment were inspected with Kruskal-Wallis test which is used for non-parametric statistics. They were checked three times: the first, before the toothbrushing instruction was given; the second, two weeks after the toothbrushing session was given; and the third, 4 weeks after the session. The results are as follows: O'leary index stood at the lowest in the first experiment but showed the highest in the second (p=0.0001). PHP index was the highest level in the first trial and decreased in the second time, but increased again in the last examination (p=0.0001). Toothbrushing practice assessment also showed a similar tendency with PHP index (p=0.0001). In conclusion, rolling method is not the best option for everyone, and it is thought that more various toothbrushing ways need to be reviewed and recommended to people. Also, institutional framework is required for the continuous education on toothbrushing to be in place as the effectiveness of the education is decreased with time.