• Journal of Korean society of Dental Hygiene
• /
• v.14 no.1
• /
• pp.59-65
• /
• 2014

Objectives : The purpose of the study is to investigate the awareness and influencing factors of class evaluation in dental hygiene students. This study will establish the measures for educational quality improvement and basic data for effective way of education. Methods : A self-reported questionnaire was filled out by 968 dental hygiene students in Busan, Gyeongnam, and Ulsan from August 26 to September 6, 2013. SPSS 19.0 was used for statistical analysis. Results : Senior students felt the necessity of class evaluation improvement. In class evaluation items by grade, evaluation entity was the most significant factor. The students answered that teaching sincerity was the most important factor in class evaluation. Conclusions : The students thought that class evaluation depended on the entity and sincerity of the class contents.

• Journal of Korean society of Dental Hygiene
• /
• v.18 no.5
• /
• pp.643-652
• /
• 2018

Objectives: The purpose of this study was to review the systems used to evaluate dental hygiene education and to establish priorities for the evaluation index for accreditation to enhance competitiveness and facilitate quality control of dental hygiene education. Methods: A survey of priorities for accreditation evaluation was developed based on input from professors at 43 universities. Data were analyzed using the Analytic Hierarchy Process method with Expert Choice 2000 software. Results: The relative importance of each evaluation area, ranked in descending order, was as follows: vision and operating system; administration and finances; facilities and equipment; educational outcomes; professors; educational process; and students. The importance of the evaluation part was highest in field training at the education process part and scholarship at the student part. The importance after applying complex weights was highest in establishing a development plan for the vision and operating system. Conclusions: Practical accreditation evaluation based on objectivity and validity is needed to control the quality of dental hygiene education. Therefore, priorities in accreditation evaluation standard must be determined to establish a basis for quality improvement in education at dental hygiene departments.

• Journal of Korean society of Dental Hygiene
• /
• v.18 no.1
• /
• pp.139-151
• /
• 2018

Objectives: This study was to compare the self-evaluated outcomes of communication competency in dental hygiene process of care in the students of a dental hygiene department with the teaching evaluation, and to confirm the difference of communication competency by the evaluator. Methods: This study attempted to confirm the value and usefulness of self-evaluation and teaching evaluation on the communication competency. The subjects of this study were 43 junior students who took a course of dental medical communication at the dental hygiene department of a university located in 'A' city, and the self-evaluation and teaching evaluation were conducted using the evaluation paper which was modified from the communication evaluation tool in the previous studies. The collected data were subjected to the correspondence sample t-test to compare the difference between the communication competency self-evaluation before and after the education, and after communication education, while an independent sample T-test was conducted to compare the differences between the evaluators. Results: The student's self-evaluations before and after the education showed the statistically significant difference, moreover, the post-education competency scores were improved mostly in all the items more than the pre-education competency scores. The score of self-evaluation was higher than that of the teaching evaluation in all items except one question in the case of history-information collection stage. Conclusions: It is confirmed that there is an effect to allow the students to improve their communication competency in the dental health communication education in the dental hygiene department. To evaluate the student's communication competency, the mutual complement of self-evaluation and teaching evaluation should be confirmed in parallel each other.

• Journal of Korean society of Dental Hygiene
• /
• v.16 no.1
• /
• pp.37-43
• /
• 2016

Objectives: The purpose of the study is to evaluate the contents analysis of the community dental hygiene practice in the dental hygiene students and suggest the outcome based evaluation index of community dental hygiene practice. This study will provide the basic data for the community nursing and social welfare practice. Methods: A self-reported questionnaire was completed by 82 dental hygiene professors and 254 dental hygienists in community health centers after receiving informed consent based on institutional review board from 5th Dec 2014 to 30th Jul 2015. A total of 49 professors and 134 dental hygienists gave the complete answers. The study instrument was adapted from the literature review. The questionnaire consisted of evaluation, purpose of evaluation, and evaluation format. Data were analyzed using SPSS 20.0 program. The contents analysis was carried out through input, process, output, and outcome. Results: The practice outcome evaluation was conducted in 62.9% of the dental hygiene departments and 32.9% of the community health centers. Most of the dental hygiene professors chose "To know what students learned(27.3%)" and "To ensure student's role and behavior in practice(27.3%)." as the purpose of evaluation. The public dental hygienists chose "To score the practice grade(42.1%)." The evaluation method was done anonymously. Conclusions: The outcome based evaluation in community dental hygiene practice was the best method to evaluate the practice education for the competency of the dental hygiene students.

• Journal of Korean society of Dental Hygiene
• /
• v.14 no.6
• /
• pp.789-794
• /
• 2014

The increasing cross-border mobility of dental school or dental hygiene students, educators, practitioners, programs and providers takes challenges for existing national quality assurance and accreditation frameworks and bodies, as well as for the systems for recognizing foreign qualifications. The new dental hygiene accreditation system was introduced to encourage the improvement of dental hygiene programs, to ensure the quality of education and, most of all, to establish an internationally compatible system of evaluation and accreditation. The accreditation procedure takes 1 year to complete. The result of the accreditation is released after evaluation via self-study report, site visit, preliminary draft report, responses from the institution and the results from the conciliation and review committees. The result from the accreditation procedure is either 'accreditation' or 'no accreditation'. Accredited schools receive one of several statuses following the evaluation. These are next general review, interim report and interim visit or suspension. Dental healthcare quality is not improved instantaneously, but instead gradually through continuous communication within the dental field. For this accreditation system to be successful, the following are essential: the accreditation agency should adopt hygiene education accreditation; it needs to become financially independent and managed efficiently; the autonomy and regulations surrounding the system need to be balanced; the professionalism of the system is ensured; and the dental field which includes not only dental program, but also hygiene program, needs to play an active role in the operation of the system.

• Journal of dental hygiene science
• /
• v.5 no.1
• /
• pp.25-32
• /
• 2005

The dental hygiene process of care is a model for providing integrated dental hygiene care. It was developed by Mueller-Joseph and Petersen in 1995. The purpose of the dental hygiene process is to provide a framework within which the individualized needs of the client can be met. This model enables the dental hygienist to focus on patient need. The process is composed of five components: assessment, diagnosis, planning, implementation and evaluation. The process of dental hygiene has to move from simple clinical procedure to comprehensive and systemic dental hygiene care. The dental hygiene diagnostic model broadens the biomedical dental model to the behavioral model to include health behavior and health function of individuals. The dental hygiene process will provide a mechanism to develop dental hygienist's role and scope of practice in Korea.

• Journal of Korean society of Dental Hygiene
• /
• v.23 no.4
• /
• pp.277-286
• /
• 2023

Objectives: In this study, we aimed to develop a systematic tool that can evaluate the effects of interprofessional education (IPE) by applying four core competencies (values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams and teamwork) and an educational evaluation model to evaluate the learning, behavior of learners, and results step by step. Methods: Previous studies on IPE evaluation tools were analyzed, and an evaluation tool (draft) was developed by modifying questions suitable for evaluation according to the Kirkpatrick model's stages and core competencies. The evaluation tool was completed by conducting a Delphi survey twice with 4-6 experts. To analyze the Delphi survey, the content validity index (CVI) was calculated, and the reliability coefficient (Cronbach's alpha coefficient) was used to measure reliability. Results: 29 questions on pre-education, consisting of learning and behavior stages, and 54 questions on post-education, consisting of reaction, learning, behavior, and results stages, were developed. The CVI and Cronbach's alpha coefficient values were >0.8 and >0.6, respectively. Conclusions: The IPE evaluation tool developed in this study is expected to contribute to the evaluation of the educational level of IPE and the identification of points for improvement when applied to various educational settings.

• Journal of Korean society of Dental Hygiene
• /
• v.22 no.2
• /
• pp.93-105
• /
• 2022

Objectives: The purpose of this study was to develop operation management evaluation standards for efficient operation of practical courses conducted on campus and to verify validity and reliability. Methods: The draft evaluation criteria of this study were derived based on the CIPP program evaluation model, in order to verify the validity of the content, the Delphi survey was conducted targeting 30 dental hygiene professors and clinical field dental hygienists who had been in charge of practical education for more than 5 years. Main survey was conducted with 252 professors and clinical field dental hygienists in charge of practical education. Results: Through exploratory factor analysis, a total of 36 questions were confirmed with 7 factors. As a result of verifying the internal consistency of the final evaluation criteria, the degree of internal fit of the items in the entire domain was 0.914. Conclusions: According to the above results, the validity and reliability of the evaluation criteria for evaluating the operation and management of in-school clinical practice were verified to be appropriate, and it is thought that it can be used in follow-up studies related to the operation and management of the practice course in the future.

• The Journal of the Korea Contents Association
• /
• v.18 no.5
• /
• pp.115-122
• /
• 2018

The purpose of this study is to compare student evaluation methods in team based learning classes for dental hygiene students. The subjects of this study were the score of dental hygiene students who took the courses of 'oral health education practice'. The analysis methods were spearman correlation analysis, skewness, kurtosis and Mann-Whitney U test. As a result, there was a significant correlation between the self-evaluation and peer-evaluation. Self-evaluation showed lenience tendency rather than peer-evaluation and self-evaluation found the highest central tendency. The peer-evaluation result was more lenience and more central in the group where self-evaluation was performed.

• Journal of the Korea Convergence Society
• /
• v.11 no.9
• /
• pp.65-72
• /
• 2020

This study conducted to investigate the core competency of dental hygiene based on learning outcomes for establishing an educational evaluation and certification system for dental hygiene. The sub-categories of core competencies, the overall score of professional behavior and ethical decision-making ability (category 1) and the ability to apply scientific and professional clinical hygiene and knowledge and skills of clinical dental work (category 2) was highest. and the level of communication skills (category 3) was 4.48 points, and the level of evidence-based integrated thinking and problem solving skills (category 5) was 4.35 points. Furthermore, there was a strong correlation between the core competency sub-categories, and it is necessary to identify the core competency between health care service occupations and to qualitatively study the core competency of dental hygienists working in clinical practice.