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ABSTRACT Background Methods Results Conclusions The literature on the use of social media in oral health education has grown in recent years; however, the research activity on this topic has not been comprehensibly summarised. This scoping review aimed to map the available literature on students' and faculty's use of social media in oral health education across the platforms.This review was guided by Arksey and O'Malley's scoping review framework and adhered to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extensions for scoping reviews (PRISMA‐ScR). Seven databases were searched to include literature until October 2023. Studies were included if they were published in English and focused on using social media in oral health education. Two independent reviewers screened for article eligibility and extracted the relevant data.The review included 40 articles published between January 2008 and October 2023. Most studies used quantitative approaches, did not specify the study design, were noninterventional and reported on undergraduate dental students' use of social media. Included studies centred on patterns of use, views and actual effectiveness of social media. YouTube emerged as the most frequently used platform, followed by Podcast, Facebook and WhatsApp.The use of social media in oral health education was found to be useful based on direct and indirect outcome measures. However, robust research designs are required to further evaluate the impact of social media on oral health education. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to identify demographic variables, the level of self‐directed learning (SDL), locus of control (LOC), and personality traits in dental hygiene (DH) students and to identify predictive variables for SDL. Methods: Cross‐sectional survey research was conducted with a convenience sample of DH students (n = 229) in the United States using a web‐based survey. The validated instruments used were the Self‐Directed Learning Instrument (SDLI) to determine level of SDL, the Academic Locus of Control (ALC) scale for college students to evaluate LOC, and the Big Five Inventory‐2‐Extra Short Form (BFI‐2‐XS) to identify personality traits. Descriptive, correlation, and regression analyses were performed. Results: The completion rate was 68.9% (n = 159). The average SDLI score of the sample was 82.59, indicating a high overall level of SDL. The average ALC score was 10.34, indicating an overall internal LOC. Internal LOC (B = −0.319, SE = 0.082, β = ‐0.330, p < 0.001) and an open‐minded personality trait (B = 1.156, SE = 0.363, β = 0.233, p = 0.002) emerged as significant predictors of learning motivation (B = −0.138, SE = 0.057, β = −0.214, p < 0.017) and self‐monitoring (B = 0.553, SE = 0.253, β = 0.167, p = 0.030) SDLI constructs. Conclusion: SDL among DH students can be cultivated by enhancing their learning motivation and self‐monitoring skills. This may be achieved by helping learners increase their internal locus of control and open‐mindedness. Future studies should explore exercises to help promote these traits. [ABSTRACT FROM AUTHOR]

Background: Without mechanical cleaning, gingivitis can develop within three weeks. The first clinical sign is bleeding on positive probing. The accumulation of dental biofilm triggers an inflammatory gingival response. In the past decade, attention has focused mainly on interproximal areas and the use of customized interproximal toothbrushes. The aim of this study was to evaluate the effectiveness of individualized oral hygiene education and its role in dental disease prevention among patients with dental problems. Methods: Altogether, 102 patients, 38 males and 64 females, were included in the study. All patients were aged over 18 years. Before treatment, patients were clinically and radiologically examined, their full mouth plaque score (FMPS), full mouth bleeding score (FMBS), and bleeding on brushing (BOB) were recorded, and matrix-metalloproteinase-8 (MMP-8) was measured by using a chair-side MMP-8 measuring system. Patients in group A had gingivitis but no periodontal damage, and group B had periodontal damage. Patients in both groups were divided into four subgroups based on their toothbrushing habits and the oral health education they received. Three months after the initial examination, each patient was examined three more times (2, 4, and 12 weeks later). Results: It was concluded that subjects in groups A1 and B1 showed a significant reduction in BOB, MMP-8, FMBS, and FMPS levels after two weeks. Solo Prophylaxis (A1 and B1) remained a well-constructed protocol and caused the complete resolution of interdental inflammation after two weeks. Other subgroups achieved significant reductions only after 12 weeks. Conclusions: BOB and MMP-8 tests are valuable complements in preventive dentistry, and are able to detect potential pathological processes. The clinical relevance of BOB testing, in addition to FMBS, FMPS and gingival inflammation testing, can be demonstrated to patients, which may increase compliance. [ABSTRACT FROM AUTHOR]

Purpose/Objectives: Research has documented the implementation of telecommunications and virtual technology use in health care disciplines to expand accessibility. Despite the current trend of digital innovations in healthcare systems, telehealth technology is not readily adopted in the dental hygiene profession yet. Currently, no standardized educational framework exists in dental hygiene curricula to prepare professionals with the technical skill set and professional knowledge necessary for telehealth applications. The aims and objectives of this research were (1) to investigate existing dental hygiene educators' pedagogical frameworks for incorporating telehealth technology into dental hygiene curricula, (2) explore these educators' instructional strategies for teaching telehealth technology, and (3) examine the theoretical implications and practical outcomes of teaching telehealth technology for professional development and transferrable work‐force ready skills. Methods: A nine‐item, open‐ended, semi‐structured interview guide was prepared and approved by the Institutional Review Board (IRB) in January 2023 to qualitatively investigate accredited entry‐level dental hygiene programs in the United States. Thematic interpretational analysis was conducted using NVivo software. Results: A total of 54 of the 328 dental hygiene programs volunteered for participation. Thirteen full‐time and part‐time dental hygiene educators met inclusion criteria. The core salient themes identified included (a) curriculum mapping, (b) technology integration, (c) professional collaboration, and (d) supplemental skill set. Conclusions: These findings provide guidance to dental hygiene programs for bridging the teledentistry knowledge gap in curriculum development. Incorporating telehealth applications into dental hygiene curricula prepares future dental hygienists with the specialized training needed to function as a member of contemporary health care teams addressing access to care. [ABSTRACT FROM AUTHOR]

Introduction: Current legislation leaves Oral Health Professional (OHP) education open to wide interpretation and may result in significant variation in educational practice and resultant professional attributes across Europe. Data regarding the current state of OHP education across Europe is limited. The aim of Part 1 of this series is to provide programme‐level data for Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education. Methods: A 91‐item questionnaire was developed following the Delphi method. The questionnaire and the Articulate glossary of OHP education terms were developed concurrently to facilitate a common understanding of language. Piloting was performed in multiple stages and included institutions internal and external to the research group. The questionnaire was uploaded online and converted to a data hub, allowing dental schools to control their own data and update the data provided whenever they wish. All ADEE member schools (n = 144) were invited to provide data. Forty questions relating to school details, Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education were included in this part of the series. Results: Seventy‐one institutions from 25 European countries provided data between June 2021 and April 2023, which represents a response rate of 49.3% of ADEE members. Programme‐level data for Primary Dental Degree Programmes, Dental Hygiene and Postgraduate Education is presented including programme length, funding, languages and fees, student numbers and demographics, student admission and selection processes and permission to practice after graduation. Conclusion: This series of papers, as far as the authors are aware, are the first attempts to build a comprehensive picture of the current state of OHP education in Europe. A comprehensive view of the state of OHP education in Europe is not yet available but the O‐Health‐Edu data hub provides a means for all education providers in Europe to contribute data to reach this goal. It is anticipated that the data hub will be updated and built upon over time to continually establish a clearer picture of the state of OHP education in Europe. [ABSTRACT FROM AUTHOR]

Introduction: In dental hygiene education, a combination of ethics and professionalism, critical thinking, and problem‐solving skills are utilized while managing conflict in academic settings, especially in academic clinical patient care settings. Limited evidence exists in determining whether emotional intelligence is related to conflict management styles (CMS). Purpose: The purpose of this study was to determine whether relationships exist between emotional intelligence and CMS among undergraduate dental hygiene students. Methods: This quantitative cross‐sectional survey research study involved a non‐probabilistic sample of undergraduate dental hygiene students in the Western United States. The survey instrument consisted of three parts: 1. The Rahim Organizational Conflict Inventory‐II (ROCI‐II) included 28 questions measuring 5 CMS; 2. The Emotional Quotient Self‐Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of emotional intelligence (EI); and 3. Demographic questions. The data were analysed using descriptive statistics, correlational statistics and multiple linear regression. Results: The responses from 92 participants were analysed. Most dental hygiene participants had EI scores in the moderate range and mainly used the collaborative and compromising CMS. Total EI scores were significant predictors of collaborative, compromising, accommodating and competing CMS. Conclusion: Improving EI scores may contribute to the increased use of the collaborative and compromising CMS in dental hygiene education. [ABSTRACT FROM AUTHOR]

Aims: The study aimed to investigate the influence of dental hygiene providers' self‐efficacy and the factors affecting self‐efficacy on their intent to provide care for autistic individuals. Methods and Results: A cross‐sectional survey was conducted using a nonprobability sample of dental hygienists (n = 1075), yielding a completion rate of 70.6%. The survey included validated measures to assess participants' demographics, autism training and experience, autism knowledge, self‐efficacy, environmental factors, and intention to treat the autistic population. Participants' self‐efficacy scores (r = 0.416; p <.001) and support from dental offices (r = [0.174; 0.465]; p <.001) had the greatest influence on intent. Clinicians who had more experience treating (r = 0.280; p =.005) and received more hours of training/education on treating autistic patients (r = 0.344; p <.001) showed a stronger inclination to provide care to this population. Notably, autism knowledge had a weaker impact on intent when compared to self‐efficacy and training/education. Conclusion: Autism‐focused education and training have a positive effect on provider self‐efficacy when caring for autistic individuals. Increased emphasis on such interventions is necessary at all levels of dental hygiene education. The findings from this study can help overcome barriers to preventive dental care for the autistic community. [ABSTRACT FROM AUTHOR]

Background: Oral mucositis is an inflammatory condition of oral cavity which is a common and serious side effect of cancer treatment. Severe oral mucositis compromises basic functions like eating and swallowing causing malnutrition also affecting overall patient's oral health related quality of life. The aim of the study was to find the frequency of oral mucositis in patients with breast cancer during their chemotherapy, the factors associated with oral mucositis & the overall patient's oral health related quality of life. Methods: A cross-sectional study was conducted and a total of 160 women diagnosed with breast cancer, receiving chemotherapy and who had undergone at least one cycle of chemotherapy were recruited from two hospital settings. In-person interviews were done, patients were asked questions about their sociodemographic history, personal habits, oral history and oral findings, breast cancer stage, chemotherapy history and Oral Health Related Quality of Life. Their oral examination was done at the end of the interview to assess presence or absence of oral mucositis, using World Health Organization oral mucositis tool. Oral Health Related Quality of Life was assessed using Oral Health Impact Profile-14 questionnaire. Results: Our results showed that out of 160 patients 88 (55%) of the breast cancer cases developed oral mucositis during chemotherapy. The mean Oral Health Impact Profile -14 scores in patients with oral mucositis was high 18.36±0.96 showing poor Oral Health Related Quality of Life. Occasional frequency of brushing was significantly associated with oral mucositis (Prevalence ratio:2.26, 95%_CI 1.06–4.84) compared to those patients who brushed once and twice daily. Low level of education showed negative association with oral mucositis (Prevalence ratio:0.52, 95%_CI 0.31–0.88). Conclusion: Our study showed significant positive association of occasional brushing with OM and protective association of low level of education with the development of OM. Emphasis should be given to oral hygiene instructions and dental education to cancer patients in oncology clinics with the prescription of mouth washes, gels and toothpaste to patients to decrease OM during chemotherapy. [ABSTRACT FROM AUTHOR]

Professional collaboration is a key component of patient care and a source of fulfilment for oral health care providers. However, reports of incivility in employment as well as education are increasing impacting individuals in all settings including patients. Uncivil behavior implies a disregard for others and creates an atmosphere of disrespect, conflict, and stress. In contrast, civility towards others implies polite, respectful behavior towards others. This short report presents case studies in dental hygiene clinical practice and in dental hygiene education with strategies for approaching uncivil behavior. [ABSTRACT FROM AUTHOR]

Purpose Social media can be an effective tool in health care education. The purpose of this study was to explore dental hygiene educators' familiarity and use of social media platforms and to examine how social media was implemented in dental hygiene education. Methods A 25-item questionnaire was designed to investigate the use of social media by dental hygiene educators. The instrument included demographic data and items addressing personal, professional, and educational use of twelve common social media sites and the respondents' beliefs about social media using a 4-point Likert scale. The electronic questionnaire was distributed by email to 379 dental hygiene program directors in the United States and Canada. Descriptive statistics were used to analyze the data. Results A total of 120 responses were received. While Facebook was the most utilized site for personal use (78.3%), LinkedIn was the most frequently accessed site for professional use (57.5%), and YouTube for educational use (68.3%). There was strong agreement that the interactive nature of online technologies create better learning environments (84.1%). There was also strong agreement that social media use in the classroom invites student participation (77.5%). More than half of the respondents (64.2%) indicated that social media can be an effective method for content delivery. Conclusion Social media is highly utilized for personal use by dental hygiene educators, but less frequently for engagement purposes in the classroom. [ABSTRACT FROM AUTHOR]

Purpose It has been suggested that compassion may decrease as students progress through their health care education and into clinical practice. The purpose of this pilot study was to determine whether an immersive curriculum thread of tobacco use disorder (TUD) cessation methodology, including behavioral techniques and communication skills, was associated with any change in dental hygiene and dental students perceived levels of compassion. Methods Dental hygiene (DH) and dental (DS) students (n=300) who had experienced an immersive TUD curriculum from West Virginia University were invited to complete the Sussex-Oxford Compassion Scale-Toward Others (SOC-O) online survey during the academic years 2022-2023. Possible scores on the SOC-O ranged from 20 (no or low compassion) to 100 (high compassion). The SOC-O scores for students who did not have clinical experience and limited TUD content (first-and second-year DH and DS students) were compared with SOC-O scores of students who had clinically applied the immersive tobacco cessation curriculum thread (third and fourth year DH and DS students) using t-tests. Results A total of seventy DH and DS students completed the SOC-O survey for a response rate of 23.3%. The overall mean SOC-O score was 83.0 for participants who lacked clinical experience (DH1, DH2, DS1, DS2) and 85.8 for participants with clinical experience using the TUD content (DH3, DH4, DS3, DS4) (p >0.05). For the SOC-O subscale analysis, both groups were similar in the recognition of suffering, universality of suffering, empathy/compassion for a person suffering, tolerance of uncomfortable feelings, and action/motivation to act to alleviate suffering. Conclusion A high level of perceived compassion among dental hygiene and dental students was associated with an immersive behavioral sciences curriculum thread for the assessment/treatment of TUD. Perceived levels of compassion were maintained for participants with and without clinical experience. Additional focus on compassion philosophy research within educational methodology is needed to maintain and improve compassion outcomes in the health care professions. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this study was to determine dental hygiene students' perspectives regarding their knowledge and understanding about caries prevention strategies and their intention to use these regimens in clinical practice. Dental hygienists' knowledge and understanding of caries prevention is critical because they are the primary providers of these regimens and the relevant education. Methods This 2019 national cross-sectional online survey was designed by the University of Maryland (UMD), structured by the ADA staff for online administration, distributed and collected by the American Dental Hygienists' Association (ADHA) to 9533 email addresses, and de-identified response data were analyzed by UMD. The survey included questions on three caries preventive regimens: fluoride varnish, dental sealants, and silver diamine fluoride (SDF), and items on community water fluoridation (CWF), respondent's demographics and intent to use the regimens. Statistical analyses included descriptive statistics and analysis of variance. Significance was set at p<0.05. Results Of the 235 surveys returned (response rate 2.5%) the majority were female, White and born in the United States. Over half were in associate degree programs; nearly a third were in baccalaureate programs. Respondents reported greater knowledge/understanding and intention to use fluoride varnish and dental sealants than SDF. Less than half (44.7%) reported knowledge/ understanding of SDF and only 22.6% had a high level of confidence regarding applying it. Additionally, only 31.1% indicated they were extremely likely to use SDF upon graduation. Conclusions To reduce the prevalence of caries, dental hygiene graduates must be well-versed with the latest science-based preventive procedures, including non-invasive caries prevention and control therapies. The results of this survey, albeit non representative of the general population of dental hygiene students, suggest a need for a more extensive review of the caries preventive regimen content, especially for silver diamine fluoride, of dental hygiene curricular programs. [ABSTRACT FROM AUTHOR]

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Objectives: Well‐being is a complex and multifaceted construct that has gained popularity in oral health sciences education. Maintaining students' well‐being is essential for their academic performance and quality of life. While many definitions and frameworks of well‐being exist, their applicability to oral health sciences education remains unknown. This study aimed to evaluate the applicability of the Feeney and Collins's framework of well‐being to oral health sciences education by exploring students' perceptions and experiences in the University of British Columbia Methods: An Interpretive Description approach was used to conduct semi‐structured interviews with dental and dental hygiene students. Interviews were transcribed, and transcripts were coded and analyzed with guidance from Feeney and Collins's well‐being and thriving framework using content analysis. Domains were inductively developed within and beyond the organizing categories of the chosen framework. Results: Thirty‐one oral health sciences students participated in the study. Study data can largely be explained by the five well‐being domains suggested by Feeney and Collins: physical, psychological, eudaimonic, subjective, and social. Spirituality and gratitude emerged as an additional domain that contributes to students' well‐being. Interdomain relationships were observed. The social domain seemed to contribute to all other well‐being domains; while the subjective domain seemed to be shaped by all other domains Conclusions: Feeney and Collins's framework seemed to be useful to understand and conceptualize well‐being in oral health sciences education but needed to be expanded to include spirituality and gratitude. Further evidence is needed to explore the applicability of this framework in other health professional education disciplines. [ABSTRACT FROM AUTHOR]

Introduction: The incidence of human papillomavirus (HPV)‐related oropharyngeal cancer is rising, thus the understanding of HPV infection and vaccination among oral healthcare professionals is becoming increasingly important. This study aimed to investigate the knowledge of Dutch dental hygiene students on HPV infection and vaccination and assessed various aspects of HPV‐related oropharyngeal cancer. Methods: This descriptive cross‐sectional study invited the entire Dutch dental hygiene student population registered in September 2016 to complete an online questionnaire concerning the knowledge of HPV infection and vaccination, including the aspects of HPV‐related Oro‐Pharyngeal Squamous Cell Carcinoma (OPSCC). Data were analysed using t‐tests, Mann–Whitney U tests and Chi‐square tests. Results: Invited were all 1248 Dutch dental hygiene students and 232 (18.6%) students completed the questionnaire. More than 95% of the students indicated HPV infection as a risk factor for OPSCC and 48.7% was aware of the availability of HPV vaccination. Additionally, students considered it important to discuss HPV as a risk factor for oropharyngeal cancer with their patients. In general, the students scored highest on the questions about risk factors for OPSCC and poorest on the questions about general HPV knowledge and HPV vaccination. Although the mean overall knowledge score was significantly higher in senior compared with junior students, knowledge scores of senior students remained insufficient. Conclusion: This study identified deficits in knowledge of HPV and HPV vaccination among Dutch dental hygiene students. Future research should focus on improving the content of dental hygiene curricula and development of ongoing educational tools for dental hygienists. [ABSTRACT FROM AUTHOR]

Objectives: Motivations and career outcomes of dental hygienists with baccalaureate degrees have been recently reported; however, few studies have explored Canadian dental hygienists pursuing graduate education. There is limited evidence to inform career outcomes and motivating factors for advanced education, limiting knowledge of how professional outcomes have evolved alongside advancements in graduate program offerings. This study focused on understanding motivating factors to pursue graduate education and the professional outcomes of dental hygienists with graduate degrees. Methods: This nested online anonymous survey was conducted between November and December 2021 with dental hygienists who graduated from one of four Canadian baccalaureate‐level dental hygiene degree programs and had further indicated that they were pursuing or had obtained additional graduate‐level education (n = 60). Participants were asked to report on any advanced graduate‐level education. Open‐ended questions on graduate degree education were analysed through thematic analysis. Results: Motivations for pursuing graduate degrees were influenced by personal and professional preferences. Master's degree recipients cited expanded career opportunities, alternate interests, convenience, and dissatisfaction with/desire to leave clinical practice as major motivators. Doctoral degree holding dental hygienists identified expanded/alternate career opportunities as major motivation but also cited program convenience as an influencer. The availability of distance and flexible programming is a novel finding that positively influences the pursuit of advanced education. Conclusion: Dental hygienists are pursuing graduate education to expand their scope of knowledge and create new career opportunities. Graduate degree programs that accommodate work–life balance through flexible and online offerings are very attractive to dental hygienists. [ABSTRACT FROM AUTHOR]

Objectives: Dental hygiene students adapt to new environments while learning technical skills and providing clinical care during their education. Understanding how stress affects students in their professional healthcare program warrants exploration. This study assessed stress among dental hygiene students in two educational settings in the Southeastern United States. Methods: First and second‐year dental hygiene students (N = 136) from a community college setting (n = 67) and a university setting (n = 69) were invited to complete an anonymous online survey on mental health in fall 2019. Validated surveys on depression, anxiety, social support, and burnout were included. Data analysis included chi‐squared and Mantel–Haenszel statistics, depending on the scale of measurement, with the level of significance set at 0.05 for all analyses. Results: Participants included 54 dental hygiene students from a community college (Response rate = 80.6%) and 69 dental hygiene students from a university (RR = 100%). There was a statistically significant difference in the proportion of students reporting moderately severe or severe anxiety (p = 0.007), with 56% (n = 30) of the community college respondents and 36% (n = 24) of the university reporting these anxiety levels. Students attending a community college were also more likely to express feelings of worry (n = 34) compared to students in a university setting (p = 0.005). There was no statistically significant difference in depression (p = 0.07) or suicidal thoughts (p = 0.41). Conclusion: Dental hygiene students enrolled in these two programs reported high levels of self‐reported stress, mental and emotional concerns that may increase suicidal tendencies. [ABSTRACT FROM AUTHOR]

Background: Orthodontic treatment is commonly associated with an increased risk of dental caries and gingivitis due to the presence of fixed appliances, which can impede proper oral hygiene maintenance. Understanding the prevalence of caries and gingivitis in patients undergoing orthodontic treatment is crucial for implementing effective preventive measures. Materials and Methods: A retrospective study was conducted involving 200 patients undergoing orthodontic treatment at a dental clinic. Clinical records were reviewed to assess the prevalence of caries and gingivitis. Dental caries were evaluated using the DMFT (Decayed, Missing, Filled Teeth) index, and gingivitis severity was assessed using the Gingival Index (GI). Data were analyzed using descriptive statistics. Results: Among the 200 patients, 65% exhibited caries, with an average DMFT score of 3.5 ± 1.2. Gingivitis was present in 80% of patients, with an average GI score of 2.7 ± 0.8. The most affected teeth by caries were the molars, while the highest gingival inflammation was observed in the interdental areas. Conclusion: Patients undergoing orthodontic treatment have a high prevalence of both caries and gingivitis. Proper oral hygiene education and regular dental check-ups are essential to prevent and manage these conditions effectively during orthodontic treatment. [ABSTRACT FROM AUTHOR]

Backgroud: Oral health is an integral component of overall well‐being, understanding the age at which children have their first dental visit (FDV) and the socio‐behavioural factors influencing these visits is essential for improving oral health outcomes in children. Aim: This study aimed to determine the age at which Saudi children had their FDV and the socio‐behavioural predictors associated with these visits in Al Jouf Province, Kingdom of Saudi Arabia. Design: This cross‐sectional study used a multistage stratified random sampling technique to invite 566 parents/guardians of schoolchildren aged 12 years or younger. Multinomial logistic regression analysis was used to identify socio‐behavioural variables that predict children's FDV. p < 0.05 was considered statistically significant. Results: Most FDVs in children occurred between the ages of 6 and 10 years. More than half of the participants stated that FDVs occurred primarily because of dental pain. Furthermore, educated mothers reported a higher frequency of dental visits for their children. Children with a low family income were 63% (95% confidence interval 0.16–0.83; p =.015) less likely to visit a dentist between the ages of 1 and 5 years. Conclusion: First dental visits in children in Al Jouf Province typically occurred between the ages of 6 and 10 years, with dental pain being the main reason. Parents' or caregiver's relationships with children, parental age and familial income were identified as predictors of the FDV. [ABSTRACT FROM AUTHOR]

Purpose While incivility has been part of higher education for many years, there has been a documented increase as both students and educators have begun to recognize this behavior and its effects on student learning, faculty satisfaction and stress. The purpose of this descriptive study was to investigate the perceptions of incivility among dental hygiene students and faculty/administrators. Methods This study utilized a convenience sample of five dental hygiene programs in California. The Incivility in Higher Education-Revised survey (IHE-R) was adapted to obtain data regarding perceptions of incivility among dental hygiene students and faculty/administrators. The survey required participants to describe incivil encounters and the perceived reasons for and consequences of the incivil behavior. An online survey was used for faculty and a paper survey was administered for dental hygiene students. Data from the open-ended questions were reviewed, summarized, edited for redundancy, and analyzed using categories. Results Of the 196 participants, 81.63% were dental hygiene students (n = 160) and 18.37% were dental hygiene faculty and administrators (n = 36). Data analysis of participant responses related to the primary reason for incivil behavior in dental hygiene education revealed five categories including lack of consequences, personality traits, miscommunication, stress, and lack of professionalism. Upon data analysis of participant responses related to the most significant consequence of incivil behavior in dental hygiene education, five categories emerged including hostile environment, decreased student success, emotional distress, relationship damage, and professional damage. Conclusion Both faculty and students felt there was a lack of consequences for incivil behavior and did not feel adequately equipped to manage these situations when they arose. Dental hygiene institutions and professional organizations need to consider offering advanced training in creating a culture of civility to prevent and address incivil behaviors. [ABSTRACT FROM AUTHOR]

Objective: Subscribing to colour‐blind racial attitudes may contribute to inequities in the delivery of oral care and affect treatment of diverse patients. The purpose of this study was to survey all entry‐level dental hygiene students in one state to determine colour‐blind racial attitudes. Methods: After IRB approval, a convenience sample of 220 dental hygiene students in all entry‐level programmes in Virginia were invited to participate in this cross‐sectional study. The Colour‐Blind Racial Attitudes Scale (CoBRAS), an effective, validated measuring instrument, was used to quantify unawareness of contemporary racist ideals. Three subscales (Racial Privilege, Institutional Discrimination and Blatant Racial Issues) were also measured by the survey. Descriptive statistics, separate one‐way between‐subjects ANOVA and independent samples t‐tests were used to analyse the data. Results: One‐hundred and sixty (n = 160) dental hygiene students completed the survey. Independent samples t‐tests revealed statistically significant differences when comparing year in programme and programme type. Participants in their second year of dental hygiene education had significantly lower overall CoBRAS scores compared to those in their first year of education (M = 50.76, M = 59.13, respectively; p = 0.004). Participants enrolled in a baccalaureate dental hygiene (B.S.) programme had significantly lower overall CoBRAS scores compared to those enrolled in an associate (A.S.) programme (M = 50.53, M = 59.54, respectively; p = 0.002). Conclusions: Participants possessed moderate levels of colour‐blindness, suggesting a need for more awareness and training early in dental hygiene education to increase delivery of culturally competent oral healthcare. [ABSTRACT FROM AUTHOR]

Purpose: Professional development is instrumental in the ongoing success of healthcare professionals and students. The purpose of the second year of this 2‐year study was to continue to apply the results from the CliftonStrengths® assessment to support entry‐level dental hygiene students' professional development and to create a conceptual model for professional development in dental hygiene education. Methods: CliftonStrengths® was incorporated into didactic and community learning experiences throughout year two of the dental hygiene curriculum. At the end of year two, focus group interviews assessed student perceptions of professional strengths based on these learning experiences. Co‐investigators used a qualitative analysis software program to identify codes and themes. Investigator triangulation and member checks were used to validate responses. Results: All second‐year dental hygiene students (n = 32) participated in year two of the study. Two themes were identified: relevance of CliftonStrengths® and professional development. Within the theme of relevance, the subthemes of adaptability, making connections and teamwork emerged. The theme of professional development yielded three subthemes: appreciation, personal and professional identity and insight. Conclusion: This study demonstrated CliftonStrengths® can be used to promote professional development among dental hygiene students. As a result, a conceptual model was developed for professional development in dental hygiene education. This model can be used as a framework for teaching and to improve student learning experiences. [ABSTRACT FROM AUTHOR]

Purpose: This quantitative exploratory study was designed to learn about trends and forces impacting leadership development (LD) opportunities for dental hygiene (DH) program directors. Methods: A 10‐item electronic survey was created and disseminated using Qualtrics system to directors of all accredited DH programs in the United States (N = 325). Surveys included closed and open‐ended response items to capture quantitative and qualitative data. The analysis included descriptive statistics and thematic categorization of free responses. Results: Eight‐two surveys were returned (25% response rate). Leadership development training experiences varied among participants; 79% (n = 65) reported completing some form of LD training. Institutional support was variable among the DH program directors, yet most (76%, N = 62) indicated some level of school support for LD training opportunities for DH program directors. Feedback indicated that most options included campus‐sponsored courses or events (28%, N = 47), professional association courses or events (24%, N = 40), and programs within the school, department, or division (24%, N = 40). Conclusion: Study findings support positive perceptions of the need, demand, and value of LD. Respondents shared beliefs in the benefits of LD and the value of placing resources to support these opportunities, yet also acknowledged substantial challenges including time, funding, and workforce needs. By addressing barriers and capitalizing on driving forces, programs can create systemic approaches to fostering LD for current and future DH program directors. [ABSTRACT FROM AUTHOR]

Objectives: Learning styles have been studied in dental and generational research, but research has been limited with Millennial and Generation Z dental hygiene students. The purpose of this quantitative comparative study was to determine if and to what extent there was a difference between Generation Z and Millennial dental hygiene students' preferred learning styles. Methods: First‐ and second‐year dental hygiene students attending three programs located in Southern California were invited to participate in the study. Additional participants were recruited through dental hygiene social media sites. The 44 item Felder–Soloman Index of Learning Styles (ILS) was administered via an online survey platform. Millennial and Generation Z participants were compared on the four dimensions of the ILS: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. The data were analysed using descriptive statistics and the independent samples t‐test. Results: A total of 150 dental hygiene students agreed to participate; Millennials (n = 61), Generation Z (n = 89). There was no significant difference between Millennial and Generation Z students in the active/reflective, sensing/intuitive, or sequential/global dimensions (p > 0.05); both cohorts preferred the active, sensing, and sequential learning styles. There was a statistically significant difference in the visual/verbal dimension with Millennials indicating a significantly greater preference for the visual learning style than Generation Z (p = 0.04). Conclusion: There may be differences between the learning styles of Millennial and Generation Z dental hygiene students. The finding that Generation Z students differ significantly from Millennials on the visual–verbal dimension may indicate a shift toward the verbal dimension learning style that needs further study. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to evaluate the impact of a novel training programme on dental hygiene students' knowledge, attitudes, and beliefs about caring for individuals with disabilities. Methods: A mixed methods approach was used. Students from five dental hygiene programmes based at community colleges completed a two‐hour didactic training session to supplement their existing special care dentistry coursework. Students completed an original 14‐item pretest and posttest before and after the training that assessed attitudes and beliefs, and two validated posttests that assessed knowledge. Afterwards, students completed a clinical rotation in an advanced care dental clinic at a local academic institution, gaining hands‐on experience with equipment and patient treatment. Descriptive statistics were used to report training scores, types of services rendered, and modifications to treatment. Student comments about their experiences were assessed using thematic analysis. Results: Two hundred and ninety‐four students completed didactic training, and 261 completed clinical rotations. Posttest scores indicated positive improvements in knowledge, attitudes, and beliefs. All students provided direct patient care. Sixty‐nine percent treated patients with intellectual and developmental disabilities; 75% placed silver diamine fluoride or fluoride varnish. Altered patient positioning was used by 70.5%. Most students (95.4%) reported that their experience positively changed their attitudes towards caring for patients with disabilities in the future. Eight themes emerged, notably increased comfort and confidence, a willingness and desire to treat patients, the acquisition of new skills, and clinician behaviours of empathy and compassion towards others. Conclusion: Training can help prepare dental hygiene students with the confidence and skills to address the oral health needs of individuals with disabilities. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this study was to evaluate the impact of a novel training program on dental hygiene students' knowledge, attitudes and beliefs about caring for individuals with disabilities. Methods A mixed methods approach was used. Students from five dental hygiene programs based at community colleges completed a two-hour didactic training session to supplement their existing special care dentistry coursework. Students completed an original 14-item pretest and posttest before and after the training that assessed attitudes and beliefs, and two validated posttests that assessed knowledge. Afterwards, students completed a clinical rotation in an advanced care dental clinic at a local academic institution gaining hands-on experience with equipment and patient treatment. Descriptive statistics were used to report training scores, types of services rendered and modifications to treatment. Student comments about their experiences were assessed using thematic analysis. Results Two hundred and ninety-four students completed didactic training and 261 completed clinical rotations. Posttest scores indicated positive improvements in knowledge, attitudes and beliefs. All students provided direct patient care. Sixty-nine percent treated patients with intellectual and developmental disabilities; 75% placed silver diamine fluoride or fluoride varnish. Altered patient positioning was used by 70.5%. Most students (95.4%) reported that their experience positively changed their attitudes towards caring for patients with disabilities in the future. Eight themes emerged, notably increased comfort and confidence, a willingness and desire to treat patients, the acquisition of new skills, and clinician behaviors of empathy and compassion towards others. Conclusion Training can help prepare dental hygiene students with the confidence and skills to address the oral health needs of individuals with disabilities. [ABSTRACT FROM AUTHOR]

Purpose Dental hygiene faculty members must be able to provide evidence of skill calibration for clinical evaluation of students. The purpose of this study was to evaluate the effectiveness of online instructional videos compared to in-person sessions for faculty calibration. Methods A randomized crossover pretest/posttest research design was used to evaluate online and in-person faculty calibration activities. Fifteen faculty members from a baccalaureate dental hygiene program were randomly assigned to an AB or BA sequence for calibration sessions on two different instruments. Following a 2-week washout period, the groups switched activity modalities. A pretest, posttest, and retention test, administered 10 weeks following the activity, were administered to determine learning levels and the new and retained knowledge. A 7-point Likert scale questionnaire evaluated the reaction to and impact of the calibration activities. Descriptive statistics analyzed demographic and Likert scale data. Paired samples t-tests were used to analyze the research questions (p≤0.05). Results Online calibration activities yielded higher posttest scores than in-person activities (p=0.01). Findings related to feelings of confidence revealed a greater percentage of participants agreed that online calibration activities increased their ability to evaluate student performance. Findings related to feelings of preparedness supported equal percentages of participants who agreed the online and in-person activities increased their ability to teach dental hygiene instrumentation. There was no significant difference between in-person and online retention test scores (p=0.235). Conclusion Faculty members agreed that both online and in-person calibration activities were an effective use of their time and contributed to greater feelings of confidence and preparedness. However, the online calibration activities seemed to be more effective at increasing calibration on instrumentation. More research is needed to determine additional effective strategies for online calibration of clinical faculty. [ABSTRACT FROM AUTHOR]

Purpose Subscribing to color-blind racial attitudes may contribute to inequities in the delivery of oral care and affect treatment of diverse patients. The purpose of this study was to survey all entry-level dental hygiene students in one state to determine color-blind racial attitudes. Methods After IRB approval, a convenience sample of 220 dental hygiene students in all entry-level programs in Virginia were invited to participate in this cross-sectional study. The Color-Blind Racial Attitudes Scale (CoBRAS), an effective, validated measuring instrument, was used to quantify unawareness of contemporary racist ideals. Three subscales (Racial Privilege, Institutional Discrimination, and Blatant Racial Issues) were also measured by the survey. Descriptive statistics, separate one-way between-subjects ANOVA, and independent samples t-tests were used to analyze the data. Results One hundred and sixty (n=160) dental hygiene students completed the survey. Independent samples t-tests revealed statistically significant differences when comparing year in program and program type. Participants in their second year of dental hygiene education had significantly lower overall CoBRAS scores compared to those in their first year of education (M=50.76, M =59.13, respectively; p=0.004). Participants enrolled in a baccalaureate dental hygiene (B.S.) program had significantly lower overall CoBRAS scores compared to those enrolled in an associate (A.S.) program (M=50.53, M =59.54, respectively; p=0.002). Conclusion Participants possessed moderate levels of color-blindness suggesting a need for more awareness and training early in dental hygiene education to increase delivery of culturally competent oral healthcare. [ABSTRACT FROM AUTHOR]

The American Dental Hygienists' Association (ADHA) defines direct access as the ability of a dental hygienist to initiate treatment based on their assessment of patient's needs without the specific authorization of a dentist, treat the patient without the physical presence of a dentist, and maintain a provider-patient relationship. In 2000 there were nine direct access states; currently there are 42 states that have authorized some form of direct access. The ADHA has been instrumental in these legislative initiatives through strong advocacy efforts. While research and data support the benefits of direct preventive/therapeutic care provided by dental hygienists, many barriers remain. This paper chronicles key partnerships which have influenced and advocated for direct access and the recognition of dental hygienists as primary health care providers. The National Governors Association (NGA) released a report in 2014 suggesting that dental hygienists be "deployed" outside of dental offices as one strategy to increase access to oral health care along with reducing restrictive dental practice acts and increasing the scope of practice for dental hygienists. The December 2021 release of the National Institutes of Health report, Oral Health in America, further supports greater access to dental hygiene preventive/therapeutic care. This paper also reflects on opportunities and barriers as they relate to workforce policy, provides examples of effective state policies, and illustrates an educational curriculum specifically created to prepare dental hygienists to provide oral health services in settings outside of the dental office. Dental hygiene education must ensure that graduates are future-ready as essential health care providers, prepared to deliver direct access to dental hygiene care. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Dental Hygiene is the property of Canadian Dental Hygienists Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the COVID-19 pandemic, educators moved their lectures online, yet passive teaching methods resulted in student disengagement. In response, course materials were redesigned to support a hybrid teaching approach, with interactive modules geared towards increasing engagement and critical thinking and enhancing personalized learning. This study aimed to assess the effectiveness of newly developed interactive preclinical learning modules in enhancing student engagement and knowledge retention in the Dental Hygiene Degree Program (DHDP) at The University of British Columbia (UBC). A pre/post-study design evaluated the impact of an interactive curriculum on second-year DHDP students. Data from 2 cohorts, before (2023) and after (2024) module implementation, were compared. Interactive modules were designed using the Universal Design for Learning principles and H5P for interactive multimedia. The study examined changes in students' knowledge retention and engagement and overall learning experiences. This project was approved by UBC's Behavioural Research Ethics Board (H23-01154). Prevalidated surveys using UBC's Qualtrics Survey tool assessed dental hygiene students' online course satisfaction using a 5-point Likert scale across 32 variables. In 2023, 12.5% rated online learning as poor, with 50% of students expressing dissatisfaction with online learning compared to face-to-face. However, 50% of the 2024 cohort rated the enhanced learning modules as good, with 6.3% rating them as excellent. Interestingly, participants aged 20 years and older tended to rate the interactive modules higher (p = 0.0308), emphasizing the importance of frequent participation in online learning (p = 0.0150). Cohort differences were observed in readiness for hands-on training, with the 2024 cohort demonstrating higher levels of agreement. Additionally, both cohorts valued realistic scenarios and faculty interaction in synchronous sessions. Students prefer interactive multimedia modules for increased engagement and application of knowledge in preparation for clinical practice. Findings underscore the need to adapt teaching methods to cater to diverse learner preferences and the evolving landscape of online education. [ABSTRACT FROM AUTHOR]

Purpose Non-surgical periodontal therapy (NSPT) is considered to be fundamental in the treatment of periodontal disease. Advanced area specific instruments were designed to increase the clinician's ability to effectively access root furcation areas during NSPT. The purpose of this study was to explore clinical dental hygienists' familiarity, utilization, and perceived efficacy of advanced instruments in root furcation areas during NSPT. Methods A randomized sample (n=3,500) of licensed dental hygienists in Michigan was invited to participate in a paper-based, mail survey. The 10-item instrument consisted of demographic, multiple choice, Likert scale, and open-ended questions. Descriptive and inferential statistics were used to analyze the data. Results A total of 1,156 surveys were returned; 858 met the inclusion criteria for a response rate of 24.5%. Respondents who graduated between 2010-2020 than those who graduated between 1990-1999 were more likely to utilize advanced instruments and those who graduated in 1989 or earlier (16.0% and 19.9% respectively). Respondents familiar with advanced instruments were more likely to use them in furcation areas during NSPT than those less familiar with the instruments (95% CI [18.1, 29.6], p<0.001). Respondents who perceived advanced instruments to be effective in furcation areas were more likely to utilize them (95% CI [1.0, 8.0], p<0.05) during NSPT. Most respondents indicated that they became familiar with advanced instruments during their dental hygiene education or through continuing education courses. Conclusion Familiarity with advanced instruments and perceived efficacy of these instruments for accessing root furcations increased the likelihood of clinical dental hygienists utilizing them during NSPT. Dental hygiene education and continuing education programs should continue to provide opportunities for students and practicing clinicians to learn NSPT instrumentation techniques utilizing advanced instruments designed for furcation access. [ABSTRACT FROM AUTHOR]

Purpose The use of manikin testing was recently introduced for dental hygiene licensure examinations. There is currently a lack of research about the efficacy and accuracy of manikin testing for clinical licensure. The purpose of this study is to identify perceptions of dental hygiene educators regarding the use of manikins for the dental hygiene clinical licensure exam. Methods This qualitative study used an exploratory, online, focus group design with 20 dental hygiene educator participants recruited through purposive sampling. Pseudonyms were used to protect participants confidentiality. Two groups of educators were from institutions that did not use manikin testing during COVID-19, and two groups of educators were from institutions that did use manikin testing during the same time period. Themes were analyzed using the classic analysis strategy. Validity was established using investigator triangulation, member checks, and saturation. Results Lack of knowledge including preconceived assumptions regarding manikin examinations; testing considerations with benefits and concerns regarding manikins versus live patients; and perceptions regarding the value of single point in time clinical licensure examinations were the three major themes identified by the participants. Conclusion The manikin exam appeared to address ethical concerns, however, there were limitations in relation to assessing critical thinking and decision-making skills. Some participants expressed that graduation from an accredited dental hygiene program was considered sufficient for licensure. Future studies should include comparisons of recent graduates who complete a clinical licensure examination versus those who do not complete a clinical licensure examination. [ABSTRACT FROM AUTHOR]

Objective: Education reflecting fundamental knowledge is required for competent health care providers, but often lectures are not available for this purpose. This study aimed to evaluate the dental hygiene learning outcomes following the presentation of web‐based slides on a smartphone to dental hygienists. Methods: A two‐group nonblinded quasi‐experimental design was used for this study. Forty‐six dental hygienists were assigned to a study (n = 31) or control group (n = 15). The study group viewed 22 slides on fundamental oral health knowledge using smartphones. Pre and postviewing tests (score range: 1–13) and a questionnaire were conducted to evaluate knowledge acquisition and to receive feedback from participants. Differences between the study and control group and intrastudy group differences were statistically evaluated. Results: The fundamental knowledge of dental hygienists improved after viewing the slides: the study group had a significantly higher mean score than the control group (10.87 vs. 6.60; p < 0.001). Study group participants also had substantially higher post‐test than pretest knowledge scores (mean 10.87 vs. 6.26, p < 0.001). In the questionnaire, more than 85% of the participants answered that the content of the slides would be useful in their clinical practice. Conclusion: Smartphone‐based educational slides were beneficial for conveying fundamental and recent oral health knowledge to dental hygienists. [ABSTRACT FROM AUTHOR]

Purpose Patient and person-centered care are often used interchangeably. The abbreviation PCC is used in this paper in instances where patient/person centered care reflects the definition of person-centeredness. The purpose of this study was to assess how PCC is taught and evaluated in entry-level dental hygiene education programs to prepare graduates for future collaborations with oher health care pprofessionals in a wide range of practice settings. Methods A cross-sectional study was conducted using a 10-item survey emailed to directors of 325 accredited, entry-level dental hygiene education programs in the United States in December 2021. Descriptive statistics were calculated for all variables. Associations with curriculum settings, teaching, and evaluation methods for PCC, according to program degrees granted, were tested with Chi-square and Fisher's Exact tests. Results The response rate was 23% (n=75). Seventy percent offered an associate degree (AS) and 29% offered a baccalareate degree (BS); 42% reported more than half of their curriculum is allocated to teaching PCC. Didactic lectures (100%), case presentations (97%), and clinical instruction (97%) were the most common methods used for teaching PCC. Baccalaureate programs used external rotations more than associate programs for teaching and evaluation of PCC (84.2% vs. 45.5%; p<0.01). The most common PCC terms used in Quality Assurance Plans included providing individualized care (99%) and delivering evidence-based care (91%). Ninety-three percent strongly agree-agree that teaching PCC prepares graduates for working in different settings (e.g., schools, nursing homes, etc.), and 82% strongly agree-agree that PCC prepares graduates to work with a variety of providers. Conclusion The allocation of curricula time for PCC varied widely across respondents. Conversely, the majority felt their graduates were well-prepared to work in different settings where both PCC and IPP are likely to be practiced. This study serves as a baseline for further analysis of how dental hygiene education is preparing graduates for future practice settings. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Dental Hygiene is the property of Canadian Dental Hygienists Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: The 2017 World Workshop on the Classification of Periodontal and Peri‐Implant Diseases and Conditions ushered in a new paradigm for assessing and classifying periodontal diseases. This has significant implications for dental hygiene (DH) education programs' curricula. The purpose of this international survey was to assess: if and how accredited DH education programs were integrating the new staging and grading system into their curricula, and program directors' perceptions of the barriers and benefits to integration and teaching it. Methods: This study was deemed exempt from IRB oversight. A total of 339 undergraduate DH program directors from the US, Canada and Australia that had similar accreditation standards were recruited for the survey. An electronic survey was developed and disseminated via QualtricsXM. Survey design included demographics and other questions to assess program directors' knowledge, understanding, integration of and barriers to implementing the new staging and grading system into their curricula. Results: A total of 140 surveys were completed, for a response rate of 42%. Results showed that 91% of DH education programs had integrated the new staging and grading system into their curricula. DH didactic/theory courses (99%) and clinical courses (94%) were the curricular areas hosting the content. There was a statistically significant difference in the confidence of teaching the staging and grading system across institutional settings (p = 0.02). The three main benefits identified were the consideration of expected disease progression (3.25 ± 2.06), individual risk factors (3.45 ± 1.73) and personalized treatment (4.04 ± 2.20). The most frequently reported barrier was the lack of faculty support (26%). Conclusion: DH educators have implemented the new staging and grading system into their clinical and didactic curricula. DH educators valued the individual, patient‐specific components of the new system. While educators were confident in integrating the new system, those at community and technical colleges were less confident in teaching the system. [ABSTRACT FROM AUTHOR]

In the article, the authors discuss the paradigm shifts in the healthcare industry by distinguishing the differences between person-centered care and patient-centered care in the dental profession. Other topics include the components of person-centered care like an individual's social determinants of health (SDH) and the focus of dental hygiene education in the U.S. on person-centered care.

Purpose Undergraduate dental hygiene education programs may not provide sufficient training in professional development to prepare graduates to be primary health care providers. The purpose of the year one of a two-year study was to apply the results from a strengths assessment instrument to entry-level dental hygiene students' learning experiences and faculty instruction of students. Methods An exploratory research design including quantitative and qualitative methods was used among a convenience sample of entry-level dental hygiene students. A validated assessment instrument (CliftonStrengths®) was used at the beginning of the academic year to determine the professional strengths of the participants. Frequencies and percentages were used to summarize the top five strengths of each participant. Focus group interviews were conducted to assess student and faculty perceptions of professional strengths based on learning experiences at the end of the first academic year. Virtual interviews were transcribed, and the codes and themes were identified. Investigator triangulation and member checks were used to validate responses. Results Thirty-two hygiene students and 28 faculty agreed to participate in the study. The top five strengths identified for both students and faculty (n=60) were in the executing, strategic and relationship building domains. All students (n=32) participated in the focus groups and the following themes were identified: awareness, application, positive approach, successful strategies, and personal growth. Of the faculty participants (n=28), 14 participated in the focus groups. Faculty themes identified were recognition, change in perspective, personalized approach, participatory environment, and empowerment. Conclusion Results this study highlight the potential benefits of a strengths-based approach to undergraduate dental hygiene education. Helping students utilize their professional strengths in a challenging educational setting may lead to increased empowerment, professional growth and development. Further study with year two data may offer an opportunity to understand how identification of professional strengths influences students' learning experiences. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Dental Hygiene is the property of Canadian Dental Hygienists Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Dental Hygiene is the property of Canadian Dental Hygienists Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose/Objectives: Studies in health professional students have shown the students' perception of instructor caring behaviors had a positive impact on student behaviors and their anxiety. Health professional students are under high emotional and academic demands during entry‐level programs which can lead to higher anxiety. The purpose of this study was to measure the relationship between worry or anxiety and dental hygiene students' perceptions of faculty caring behaviors. Methods: Cross‐sectional survey research was conducted with a convenience sample of dental hygiene students (n = 355) in the United States using a web‐based survey. The validated instruments Nursing Students' Perceptions of Instructor Caring (NSPIC) and Penn State Worry Questionnaire (PSWQ) were used for data collection. The NSPIC contains five subscales including instilling confidence through caring (CTC), supportive learning climate, appreciation of life's meanings, control versus flexibility (F), and respectful sharing (RS). Data analysis included descriptive, correlation, and multiple linear regression. Results: The completion rate was 66% (n = 235). Findings showed the NSPIC subscale, CTC had a statistically significantly higher median score than other NSPIC sub‐scales (p < 0001). The NSPIC subscale RS had the second‐highest median score. The results of the PSWQ showed that 48% of participants were in the chronic worrier category. Regression analysis showed CTC was a significant predictor of worry (p < 0.001) and a one‐unit increase in CTC resulted in a 0.21 decrease in the PSWQ score. Conclusion: Our findings suggested instilling CTC behaviors was the most significant faculty caring behavior and was associated with lower levels of student worry. The results from this study may aid in identifying and developing effective caring behaviors for faculty to support students during stressful dental and allied dental curricula. [ABSTRACT FROM AUTHOR]

Matching dental antemortem (AM) and postmortem (PM) data for human identification is especially challenging when the workforce is limited. Dental hygienists have served mass fatality incidents (MFIs) due to dental‐related expertise. However, forensics within dental hygiene education and research on transferable skills is limited. This qualitative balance design study assessed senior dental hygiene students' match accuracy of simulated cases varying in dental identifiers based on AM full mouth series (FMS) radiographs and oral photographs to PM WinID3® odontograms to demonstrate possible disaster victim identification (DVI) transferable skills gained during formal education. A convenience sample of senior dental hygiene students (n = 31) was presented information on WinID3® interpretation, then presented with 5 mismatched cases and asked to visually interpret each to make 10 total matches; five based on AM FMS with simulated PM WinID3® odontograms and five based on AM photographs with PM WinID3® odontograms. Match accuracy scores ranged from 41.9% to 58.1% for cases with 1–10 identifiers, and 77.4% to 93.5% for cases with 11–40 identifiers. Accuracy when matching AM radiographs to PM odontograms versus AM photographs to PM odontograms was compared and revealed no statistical differences in match accuracy depending on image type (p = 0.388 to 1.000). Results of this pilot study suggests transferable match accuracy skills resulted from the participants' dental hygiene formal education. These baseline skills with additional specialized training support the rationale for dental hygienists serving on DVI teams. More research is needed in education and practice when preparing dental hygienists for forensic‐based service. [ABSTRACT FROM AUTHOR]

Purpose: In 2021, the American Dental Association (ADA) announced the intention to develop a standardized dental hygiene licensure objective structured clinical examination (DHLOSCE). The purpose of this study was to measure the United States (US) dental hygiene (DH) educators' foundational knowledge of OSCE development and delivery in light of the impending development of the DHLOSCE by the ADA's Testing Services. Methods: The study was determined to be exempt from Institutional Review Board oversight. A 21‐question survey was developed, pilot tested, and electronically disseminated through Qualtrics. The survey recruitment was emailed to the directors of all entry‐level DH education programs in the US (n = 328), asking them to participate in the survey and to forward it to the clinical faculty in their institutions. Descriptive and inferential statistics were utilized to analyze the data. Results: There were 143 study participants, for a completion rate of 45%. Over two‐thirds of respondents (64%) were unaware of the plans to develop the DHLOSCE, while 13% reported utilizing OSCEs to meet accreditation standards. Only 3% reported receiving a formal education in OSCE development compared to 29% who learned through a colleague or peer. Nearly half reported a lack of faculty experience as a barrier to OSCE implementation. Over three‐quarters, 76% reported a lack of OCSE development committees within their program and only 14% had experience developing an OSCE station. Conclusion: The study results suggest an urgent need for the development of OSCE training resources specific to DH education, as programs across the US prepare for the impending DHLOSCE. [ABSTRACT FROM AUTHOR]

Purpose: Social Intelligence refers to interpersonal relationships and a person's ability to recognize and influence the emotions and motivations of another person. The purpose of this study was to describe patients' perspectives regarding the influence dental hygienists' Social Intelligence had on their self-care. Perspectives were also compared to determine differences based on the participants' gender, generation, and recare intervals. Methods: This descriptive comparative study used a convenience sample consisting of patients receiving care at a university dental hygiene clinic. Participants were surveyed during the spring of 2019 following a dental hygiene care appointment which included a 15-minute oral self-care session. Data were collected using a self-designed questionnaire based on the Emotional Competence Framework. Content validity and test-retest reliability were established prior to administration. The Social Intelligence abilities of Social Awareness and Social Skills were measured by thirteen capabilities: Empathy, Service Orientation, Developing Others, Leveraging Diversity, and Political Awareness, Influence, Communication, Leadership, Change Catalyst, Conflict Management, Building Bonds, Collaboration and Teamwork. Participants rated twenty-six items on a 7-point Likert scale. Descriptive and inferential statistics were used to analyze the data. Results: A total of 103 patients agreed to participate. Means of the Social Awareness capabilities ranged from 6.4 to 6.6 while the means for the Social Skills capabilities ranged from 6.0 to 6.55. There was a statistically significant difference between patients' perspectives based on gender (p=0.013); female participants rated the capabilities higher than males. However, there were no significant differences between patients' perspectives based on generation or recare interval (p=0.157 and p=0.340, respectively). Conclusion: All thirteen Social Intelligence capabilities positively influenced the dental hygienists' Social Intelligence from the patients' perspectives. Perhaps practitioners and oral healthcare students could benefit from learning about these capabilities and their application to patient self-care. [ABSTRACT FROM AUTHOR]

Students frequently hear about the importance of their wellness but translating words into action for a salutogenic learning environment demands more than mere theoretical discourse. Research has identified the pivotal role of well- being in facilitating academic success, underscoring the significance of nurturing a balanced approach to student life, particularly within the realm of future health professionals. This pilot project sought to integrate wellness activities into the Diploma in Dental Hygiene Program at the University of Manitoba and evaluate students' perception of the impact of these activities on their sense of well-being and school/life balance. Students, organized into groups of 5 to 7, engaged in half-day "Wellness Experiences" once per term (fall 2023 and winter 2024), choosing activities from a selection offered. In the fall term, 24 senior dental hygiene students participated in activities such as rock climbing and dog therapy, while in the winter term, 26 junior students engaged in activities such as pottery painting and board games. Faculty participation ensured the smooth execution of each experience. Post-activity surveys gauged students' pre- and post-experience well-being and its influence on their school/life balance. Of the 37 respondents (from the 50 project participants), over 80% initially reported moderate to extreme stress, which decreased significantly post-activity, with 70% indicating a shift from no stress to only mild stress. The majority (over 80%) found the experience positive and advocated for its integration into the curriculum. Students expressed gratitude, noting improved overall well-being. The "Wellness Experience" exemplifies the integration of attentiveness to practitioner health of self into health professional curricula. Future oral health professionals must recognize that cultivating a proactive approach to well-being is paramount. It necessitates a departure from a reactive, disease-centric paradigm towards one that prioritizes holistic health promotion. Aligning with the Okanagan Charter Calls to Action, this entails embedding health consciousness into all university dimensions, imparting resources to the students, and recognizing self-care's educational significance. [ABSTRACT FROM AUTHOR]

Admission processes are multifaceted, evaluating candidates academically and personally through supplemental applications and multiple mini-interviews (MMI), which are crucial for assessing non-cognitive attributes essential for health care professionals. To ensure equity and fairness, understanding the influences of demographic factors on admissions is imperative. This study analysed how demographic factors impact admissions into The University of British Columbia's Dental Hygiene Degree Program (DHDP). A retrospective cohort analysis was conducted on admission data from 3 cohorts of the DHDP: 2021, 2022, and 2023. The dataset included demographic variables such as gender, age, origin, and educational level, as well as academic metrics such as grade point average (GPA), supplemental scores, MMI scores, and acceptance status. The project received an exemption from the institution's behavioural research ethics board. Statistical analyses were conducted using IBM® SPSS to assess the impact of these variables on admission outcomes. Changes in application rates and eligibility criteria were observed over the 3 admission years. The candidates represented a diverse demographic, with females aged 18 to 22 years comprising the majority. Notably, superior performance in GPA and supplemental scores were exhibited by secondary students, while post-secondary candidates excelled in the MMI, likely due to their greater academic and life experiences. No significant biases against gender or educational background were found, suggesting fairness in the admissions process. However, a significant association (p = 0.019) was noted in the 2021 cohort between applicants' origin and acceptance. The higher acceptance rate for domestic candidates could be attributed to the impact of the COVID-19 pandemic on international travel. The admissions process demonstrates a commitment to equity, with no discernible biases. The observed reversal in performance between secondary and post-secondary students across application phases underscores the complexity of admission dynamics, providing valuable insights for transparency in the selection process. [ABSTRACT FROM AUTHOR]