• Journal of Technologic Dentistry
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• v.39 no.2
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• pp.119-128
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• 2017

Purpose: In order to increase competitiveness for the growth and development of the dental laboratory industry, we plan to develop the dental laboratory industry. Methods: A total of 547 questionnaires were used as the final analysis data for the dental technicians from all over country participated in the 51st Korea Dental Technology Expo & Scientific Conference of the Korean Dental Technologist Association held in KINTEX from July 18 to 19, 2015. The questionnaire items consisted of 28 items in terms of general characteristics, questions about the methods to be pursued for the development of the dental laboratory industry, and recognition about the methods to be pursued to develop the dental laboratory industry. The collected data were analyzed by SPSS Ver. 21.0 for windows. Results: To improve the dental laboratory industry, actualization of dental laboratory products fee(41.2%) had the highest, followed by improving treatment of dental technician, standardization of dental laboratory products, direct bill of medical insurance, regulation of contract management on huge capital, and etc. The recognition of the measures to be pursued for the development of the dental laboratory industry was that dental laboratory products fee required to receive more than 20% of the dental prosthesis fee highest($4.62{\pm}0.76$). And to enlarge dental laboratories through M&A between dental laboratories is the lowest($3.39{\pm}1.26$). Conclusion: As a means to pursue the development of the dental laboratory industry, the actualization of dental laboratory products fee was proposed. Recognition also showed that dental laboratory products fee required to receive more than 20% of dental prosthesis fee was the highest. It is important to propose a reasonable dental laboratory products fee because it recognizes that it is necessary to promote economic growth in both development plan and awareness.

• The Journal of the Korean dental association
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• v.57 no.8
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• pp.437-447
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• 2019

Purpose: In recent years, efforts to improve the dental curriculum in South Korea have focused on a shift to outcome-based dental education based on core competencies in dentistry. So far, the field has seen various studies on the development of competencies, performance evaluation, and the importance of outcome-based education, but few studies have documented the development of such an education model. Therefore, this study develops an OBE curriculum for dentistry education and describes the development procedures and then finally this study intends to share our experience to other dental schools. Methods: This study introduces the development procedure and details of an outcome-based education model for dental education and presents the five stages of an outcome-based education model. In this study, 3 educational experts and 2 dental professor composed the TFT and developed the research method according to the ADDIE model. Step 1 is to conduct quantitative / qualitative research analysis through some survey and interview, Step 2 is to do a survey to revise competency, Step 3 is to develop a materials through consensus and participation of our professors of the dental school, Step 4 is to do some workshops, Step 5 is to prepare and conduct a outcome evaluation. Results: Step 1 is a required process for developing an educational model: the Job Analysis & Need Analysis stage. Step 2 is the Development of Outcome and Competency stage, which involves revising the competencies that are the basis of the curriculum. Step 3 is developing competency descriptions, competency levels, and evaluation criteria?the Development of Outcomes and Evaluation Standards. Step 4 is the Development of Milestones for Curriculum and Instructional Strategy, which examines the curriculum's problems and analyzes the improvements of each course. Step 5 is the Evaluating Outcomes stage, conducted based on the competencies specified by the target dental school. Conclustion: The model presented here can serve as a foundation for outcome-based education in other dental schools.

• Journal of dental hygiene science
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• v.14 no.3
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• pp.276-286
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• 2014

In 2013, dental hygienist is in its 100th year. As Dr. Fones opened two year dental hygiene training program at Bridgeport Junior College in 1913. 'Dental Hygienist', the profession that specializes in oral disease prevention and health science, was first used. Since 'Dental Hygienist' was first introduced in the States, looking back through the America's development of dental hygienist would be the basis of checking development process of the international dental hygiene system and comparing the system of each country. This study focused on the contemplation of how America's dental hygienist became professional through 'development of dental hygienist', 'development of dental hygiene education system', 'development of dental hygienist's license and related qualification system', 'Dental hygienist laws and ethics', and 'dental hygienists' role and scope'. America's dental hygienist has requirements to become professional and also dental hygienist is socially recognized as professional. Therefore, the purpose of this study is to investigate the process of American dental hygienist professionalization. Thus, references and literature were gathered and analyzed.

• Journal of Korean society of Dental Hygiene
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• v.15 no.1
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• pp.161-169
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• 2015

Objectives: The purpose of the study was to examined the demand for the change in Korean dental hygiene curriculum. This study compared the dental hygiene curriculum of domestic and overseas university and tired to provide the basic data for the development of standard curriculum that meets the education policy changes. Methods: Data were obtained from a cross-sectional survey of 1,192 participants including dental hygiene professors, dental hygienists and students. Data were collected by mail, telephone call from the professors and research assistants, email, and direct visit from June 10 to August 10, 2013. The questionnaire consisted of 4 questions of general characteristics of the subjects and 13 questions of dental hygiene curriculum. Results: The professors answered the development of integrated dental hygiene curriculum as the first priority(48.9%) and dental hygienists(51.6%) and students(42.6%) chose the development of new dental hygiene curriculum(p<0.001). In the analysis of validity of dental hygiene curriculum, the professors gave 3.29 to the validity of evaluation for basic job performance, and the clinical dental hygienists and the students gave 3.05 and 3.26 points, respectively(p<0.001). In relation to the necessity of the change of the dental hygiene curriculums, the professors gave 4.17 points which implied that curriculum change is the most important and necessary thing to do. The clinical dental hygienists and the students gave 3.90 and 3.47 points, respectively(p<0.001). Conclusions: The above-mentioned findings suggest that the revision of the current Korean dental hygiene curriculums is required. Therefore organizations related to dental hygiene including professor association and Korean Dental Hygienists Association should carefully rebuild the curriculum to improve the competency of dental hygienists. They should take the initiative in the development of a standardized curriculum.

• The Journal of the Korean dental association
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• v.53 no.11
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• pp.817-843
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• 2015

Korean dentist's new mission was extended in dental practice field since the National Liberation Day of Korea. Modern dentistry development were due to the introduction of american dentistry, the development of Military dentistry, the unified academic activities koreans dental Association and improvement of korean dentist system. Modern dentistry development factors were as follows, First, Seoul National University's professors have been sent for studying abroad since May 1954. Thanks to this advanced system, each dental department established branch academy. Researchers and academic activities were increased in Seoul National University, Second, from January 1954, the military started training program to the korean dentists in the United States, and also the korean dentists were sent to the US Army hospital in korea for practical training courses (On the Job Training) so they could get chances to learn the advanced dentistry. During the korean war, the oral surgery dentists enlarged treatments to the maxillofacial field. Third, korean Dental academy meeting, special lectures and tables clinic from 1947 were contributing to the development of modern dentistry in the transmission of knowledge and skills. Since 1955 "Dentistry(齒學)" with a focus on the translation of foreign literature also developed modern dentistry. Since 1958 the International dental conference could broaden dental knowledge, it also provided opportunities to communicate with the world dentistry. On Oct 11, 1962, revised the Articles of association in Korean Dental academy and korean dental association unified meeting and enhanced the conferences. Improvement of korean dentist system in 1964 unified the dentists as new dentist education. Articles, case reports, review articles and academic meetings of korean dental association from 1946 to 1969 analyzed to demonstrate the development of korean modern dentistry, The titles and lectures were classified according to department and they were organized by topic.

• Journal of Korean society of Dental Hygiene
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• v.8 no.3
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• pp.99-106
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• 2008

This study was conducted to evaluated the level of moral development of dental hygiene students in Korea. Data were collected through self reported questionnaires received from 197 dental hygiene students from May 6 to 28, 2008. The Korean version of the DIT(Defining issues Test) was adopted to evaluate levels of moral development that the score of P(%) and stage 4. The data were analyzed by a descriptive analyses and t-test. The mean score of P(%) and stage 4 was $45.21{\pm}12.69$ and $21.28{\pm}11.06$ respectively. The score of P(%) revealed significant difference by experience of ethical education, medical ethics education and work ethics education and necessity of medical and work ethics education, clinical practice exercise. The score of stage 4 revealed significant differences by necessity of work ethics education, participation of ethics education and importance of ethics education. In conclusion, for enhancing dental hygienists' moral development it is necessary to improve the curriculum and to develop the ethics education.

• Journal of Korean society of Dental Hygiene
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• v.11 no.2
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• pp.251-261
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• 2011

Objectives : A study was designed to evaluate the level of moral development of dental hygienists in Korea. Methods : Data were collected through self reported questionnaires received from 210 dental hygienists from October 5 to December 29, 2010. The Korean version of the DIT(Defining Issues Test) was adopted to evaluate levels of moral judgment, which was measured by the score of P(%). The data were analyzed by a descriptive analyses and t-test, ANOVA. Results : The mean score of P(%) was $34.59({\pm}14.68)$. The score of P(%) revealed significant differences by religion(p=0.005). Ethics learning was 129(62.6%) in inexperience and participation of ethics education was 128(61.0%) in absence. There were significant differences in ethics learning experience(p=0.004). Conclusions : For enhancing dental hygienists' moral development we encourage them to make the most use of supplemental education.

• Journal of Technologic Dentistry
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• v.43 no.3
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• pp.117-123
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• 2021

Purpose: In this study, an attempt was made to identify the extent of dental technicians' perception of professionalism and examine to what extent the perception of professionalism impacts self-development and professionalism improvement activities. Methods: An online survey was conducted for 391 dental technicians for 20 days (i.e., from October 20 to November 10, 2020). Pearson's correlation analysis was performed to examine the correlation between the independent variable and the dependent variable, and multiple regression analysis was performed to analyze the degree of influence of independent variables on self-development and professionalism improvement activities. Results: As a result of examining the impact of dental technicians' perception of professionalism on self-development and professionalism improvement activities, it was revealed that all four subareas of the perception of professionalism, i.e., professional qualification, professional autonomy, social perception, and the sense of calling, were positively impacted. Conclusion: (1) It is necessary to compare and analyze the differences in the perception of professionalism among various dental technologist groups, prepare programs to improve them, and endeavor to ensure the growth of organizational operating system. (2) Self-development and professionalism improvement activities need to be supported so that dental technologists can immerse themselves in their duties with affections for the organization and contemplate and provide educational programs to workers.

• Journal of Technologic Dentistry
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• v.33 no.2
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• pp.159-170
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• 2011

Purpose: This study were to analyze satisfaction with job ability development training among Dental Technicians', examine the degree of their actual satisfaction with training courses and their status, and provide some basic data to help improve the quality level, satisfaction, and effective operation of job ability development training in the future. Methods: This study carried out self-administered questionnaire survey from January 15, 2011 to March 10 by having research subjects as 180 dental technicians who participated in the course of employees' Job Ability Development Training by 'Gil Occupational Training Institute,' which is being conducted as part of dental technicians' job ability development in Seoul region. Among these things, 160(88.8%) copies were collected. Except 19 copies with incomplete response, 141(78.3%) copies were used as the materials of final analysis. Results: First of all, as a result of grasping the whole satisfaction with training according to general characteristics, the significant difference was indicated in the whole satisfaction with training depending on gender & age, and voluntary participatory intention. Second, the satisfaction with contents of Job Ability Development Training was in order of helpful level in ability development with 4.10(${\pm}.70$), co-worker's recommendation and a plan for reparticipation with 4.08(${\pm}.77$), consistence with the content goal with 4.07(${\pm}.71$), and reflection of demand with 4.01(${\pm}.70$). Third, examining satisfaction with instructors of Job Ability Development Training, it is being indicated with a little higher score compared to the satisfaction with other items. Fourth, satisfaction with service of supporting learners in job ability development training was shown to be slightly low in all the items. Especially, the convenience of administrative procedure was indicated to be the lowest with 3.52(${\pm}.92$) Fifth, satisfaction with the facility of job ability development training was showing very low satisfaction compared to other satisfaction items. Conclusion: A continuous effort will be needed in order to be possibly strengthened dental laboratory technicians' professionalism and reinforced qualitative level in major ability through offering more educational opportunities and education in good quality.

• Journal of Korean society of Dental Hygiene
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• v.19 no.6
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• pp.891-905
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• 2019

Objectives: The objective of this study was to examine the current state of dementia-related education for dental hygiene degree programs in Korea, as well as to develop a dementia-related curriculum for dental hygiene programs suitable for the social characteristics of Korea. Methods: The study was conducted between April and November 2018. First, the current state of dementia-related education for dental hygiene programs in colleges throughout Korea and dementia-related education for other health care-related fields were investigated. Based on the initial findings, the basic content of the preliminary curriculum was constructed. Second, based on the opinion of the dementia-related curriculum development committee comprising 10 professors of dental hygiene, the operations of dementia-related courses and relevant details were constructed. Third, these operations and relevant details were assessed and revised based on focus-group interviews. Fourth, the dementia-related curriculum was developed based on the study findings and literature review. Results: The name of the course in the developed curriculum was set as "Elderly Dental Hygiene and Practicum." The course was established as a "major elective," and was offered as two units with two instructional sessions of two hours each. The learning goal for this course was acquiring the methods for understanding and managing the characteristics of the elderly. A consensus was reached regarding conducting the theoretical and practical lessons on some of the dementia-related content. The dementia-related curriculum comprised 10 "required contents" which is to be conducted over three weeks of theoretical lessons and two weeks of practical lessons. Conclusions: With the growing elderly population, the development and operation of the curriculum for geriatric oral health interventions are warranted in dental hygiene education. However, continued discussions and improvements are needed on the extent of educational content, considering various dementia-related symptoms and general geriatric systemic diseases.