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The obstacles encountered in an outcomes assessment process were studied, focusing on the specific obstacles that prevent program administration from successfully completing the outcomes assessment process and the degree to which these obstacles operate. Of 135 dental hygiene education program directors surveyed, 107 responded, completing a 65-item questionnaire developed for the study. Responses reveal these obstacles: (1) insufficient time, funding, and personnel to conduct assessment activities; (2) failing support from external audiences for the outcomes assessment process; (3) the complexity of the outcomes assessment process; (4) varying levels of understanding by institutional personnel; and (5) inadequate communication, leadership, and guidance about assessment matters. Some suggestions are offered for solving problems associated with these obstacles, and the study's findings are discussed in relation to the North Central Association Higher Learning Commission's "Levels of Implementation." (SLD)

Advances in cognitive psychology deepen the understanding of how students gain and use knowledge and broaden the range of performances and situations researchers want to see to acquire evidence about students' developing knowledge. Advances in technology make it possible to capture more complex performances in assessment settings by including, as examples, simulation, interactivity, and extended responses. The challenge is making sense of the complex data that result. This paper concerns an evidence-centered approach to the design and analysis of complex assessments. It presents a design framework that incorporates integrated structures for modeling knowledge and skills, designing tasks, and extracting and synthesizing evidence. The ideas are illustrated in the context of a project with the Dental Interactive Simulation Corporation (DISC) in which problem solving in dental hygiene is assessed with computer-based simulations. After reviewing the substantive grounding of this effort, the paper describes the design rationale, statistical and scoring models, and operational structures for the DISC assessment prototype. Two appendixes contain an example of the use of Bayes Nets in assessment and a list of DISC evidence models. (Contains 11 figures and 26 references.) (Author/SLD)

A study examined the career progression of individuals in the following occupations: registered nurse; physical therapist; medical laboratory technologist; paramedic; ranked corrections officer; dental hygienist; electronic technician; pipefitter/plumber; social worker; and auto body shop manager. Researchers conducted face-to-face interviews in the Austin, Texas, metropolitan area with 5-10 individuals in each occupation. Participants were identified and recruited through professional or employer associations, training or educational providers, and personal referrals. One half of the respondents entered their occupation directly at the apex position. Little more than one-third began their careers at the identified entry occupation. Success appeared to be associated with continuous education and training, persistence in the occupational field, and hard work. Persistence was associated with truly enjoying the work, income opportunities, and employment benefits. Higher degree expectations appeared to be becoming the norm for most of the occupations studied. Employers commonly provided continuous training opportunities on the job to keep their work force viable and/or maintain licensure. Seniority played virtually no role in promotions. Career advancement was associated with ability, experience, and education. The study confirmed the importance of continuous training and higher education in today's labor market. (The interview guide and contact strategies for the Career Pathways Project are appended.) (MN)

To function effectively as a learning environment, a simulation system must present learners with situations in which they use relevant knowledge, skills, and abilities. To function effectively as an assessment, such a system must additionally be able to evoke and interpret observable evidence about targeted knowledge in a manner that is principled, defensible, and fitting to the purpose at hand (e. g., licensure, achievement testing, coached practice). This article concerns an evidence-centered approach to designing a computer-based performance assessment of problem-solving. The application is a prototype licensure test, with supplementary feedback, for prospective use in the field of dental hygiene. A cognitive task analysis is described that is designed to: (1) tap the knowledge hygienists use when they assess patients, plan treatment, and monitor progress; and (2) elicit behaviors that manifest this knowledge. Results of the analysis, which involved 5 interviewers and 31 subjects, are summarized, and implications are discussed for designing student models, evidentiary structures, task frameworks, and simulation capabilities required for the proposed assessment. (Contains 3 tables, 7 figures, and 28 references.) (Author/SLD)

In 1993, in response to declining resources and demand for dental hygienists at other technical colleges, Wisconsin's Northcentral Technical College (NTC) converted its dental hygienist program from a traditional format to a distance format that uses interactive television and is shared between NTC and three other colleges. The framework used by the college to plan the new program focused first on meeting learner needs and then moved toward getting faculty and institutional support; involving stakeholders in planning, while taking into account accreditation and program management issues; and exploring technology options and costs. The final phase of planning addressed facility needs; assessment methods; and student, faculty, and curriculum development. Literature reviews and interviews conducted with faculty, administrators, and counselors revealed key ingredients for success in the following areas: (1) technical, emphasizing the need to change cameras and angles, plan for equipment failures, and prepare contingency plans; (2) instructional, including required meetings between the instructor and extended classroom students, the use of humor to humanize instruction, and the importance of well-organized teachers; and (3) organizational, focusing on the use of faculty co-facilitators, the establishment of uniform policies and site facilitation procedures, staff development, and classroom management. (TGI)

In 1990, Wisconsin's Northcentral Technical College began exploring ways to share resources and faculty with other institutions in the state, developing the Multidistrict Dental Hygiene Program (MDHP). The MDHP delivers dental hygiene education through a network of interactive classrooms connected by fiber optics, involving 4 technical colleges, 20 faculty members, and 58 students. One of the participating colleges, Western Wisconsin Technical College, became involved in the MDHP as the result of a severe shortage locally of trained dental hygienists and the high costs associated with establishing its own program. In the program sharing approach, didactic or theory classes are delivered via interactive television, while cooperating districts teach the laboratory segments of courses. Key elements of this approach are well-trained liaison faculty at the cooperating districts and strong leadership to solve crises and logistical problems in the sharing process. Leaders are encouraged to use the Plan, Do, Act, Check (PDAC) model to ensure that a sound educational environment is maintained. This model emphasizes data collection in the Plan phase, the consideration of possible alternatives or solutions in the Do phase, measuring outcomes and expectations of the plan in the Check phase, and standardizing the method and creating future plans in the Act phase. Leaders in this new realm of educational delivery should be innovative and believe that distance education works. (TGI)

The purpose of this study was to examine the effects of spatial ability level and window presentation style of tiled and overlapped computer displays on the achievement of dental hygiene students. Participants were 43 first-term Dental Hygiene students enrolled full-time at a University School of Dental Medicine. Phase one of this project consisted of administering the Differential Aptitude Test: Space Relations Subtest to assess each subject's spatial ability. Individuals' scores were examined using a frequency distribution. Participants who ranked greater than the median were classified as having high spatial ability. Those scoring less than the median were placed in the low spatial ability group. Two HyperCard stacks were produced targeting the topic of Ergonomics in Dentistry. The stacks were designed with identical content but differed in information display; two window presentation styles were used. Subjects were randomly assigned by spatial ability level to one of the two treatment groups: tiled or overlapping displays. During phase two, each subject executed the corresponding computer-based tutorial program and completed an identical module test. The tiled and overlapping windowing environments appeared to have served as external memory devices to the user's internal memory source, thereby extending the participant's internal memory capability. Windows appear to alleviate, in part, the memory load of the learner by serving as "markers" of unfinished tasks. Subjects who demonstrated higher spatial ability skills obtained greater educational outcomes from the overlapped window formats. (Contains 31 references.) (Author/AEF)

In an effort to evaluate the effectiveness of its dental hygiene program, William Rainey Harper College (WRHC), in Illinois, conducted a follow-up study of program graduates from 1994. Surveys were mailed to all 30 1994 dental hygiene associate degree graduates, receiving responses from 77% (n=23). Study findings included the following: (1) all but one of the respondents was employed, while the unemployed graduate was looking for a job; (2) among the employed, 59% held full-time jobs, 9% held two part-time jobs (equivalent to full-time), 18% were employed part-time by choice, and 13% were employed part-time involuntarily; (3) the average annual full-time salary was approximately $44,400, 2.1% higher than the salaries of previous years and the highest salary paid to any WRHC graduate group; (4) only 52% of the respondents indicated that they were satisfied with their chosen profession, the lowest level since 1987; (5) the most frequently awarded benefits were reduced fees for dental work (91%), uniform allowance (76%), paid holidays (71%), and paid vacations (71%); and (6) of 41 specific job tasks, the graduates reported that they were very well prepared for 22 tasks, more than adequately prepared for 12 tasks, adequately prepared for 5 tasks, and less than adequately prepared for only 2 tasks. Data tables and comments from graduates from 1991 to 1994 are included. The survey instrument and cover letter are appended. (BCY)

In an effort to evaluate the effectiveness of its dental hygiene program, William Rainey Harper College (WRHC), in Palatine, Illinois, conducted a follow-up study of its dental hygiene students. The survey instrument was mailed to all 31 1993 dental hygiene associate degree graduates, and a response rate of 97% (n=30) was attained. Results of the study included the following: (1) all but one of the respondents was employed, with the exception being a graduate who voluntarily became a homemaker; (2) among the employed, 55% held full-time jobs, 28% held two part-time jobs (equivalent to full time), 14% were employed part time by choice, and 3% were employed part time involuntarily; (3) the average annual full-time salary rate was $43,500, which was 3.5% higher than previous years and by far the highest salary paid to any WRHC graduate group; (4) 97% of the respondents indicated that they were satisfied with their chosen profession; (5) the most frequently awarded benefits were reduced fees for dental work (83%), Christmas bonus (72%), uniform allowance (76%), paid holidays (62%), and paid vacations (55%, the lowest level in the study's history); and (6) of 41 specific job tasks, the graduates reported that they were very well prepared for 22 tasks, more than adequately prepared for 12 tasks, adequately prepared for 4 tasks, less than adequately prepared for 2 tasks, and inadequately prepared for 1 task. The survey instrument and cover letter are appended. (MAB)

In a continuing effort to measure the quality of their Dental Hygiene program, explore the need for changes, and substantiate the program's goals for accreditation standards, a follow-up study was conducted of the 1992 Dental Hygiene program graduates from William Rainey Harper College (WRHC) in Palatine, Illinois. Surveys were mailed to all 29 associate degree graduates, requesting information on their current employment and/or enrollment in school, employment search experience, salary/benefits, job satisfaction, job tasks, the quality of their WRHC preparation for those tasks, and suggestions for improving the WRHC program. Study findings, based on a 100% response rate, included the following: (1) all of the respondents were employed in the dental hygiene field, with 17 working full-time and 4 more working full-time at 2 part-time jobs; (2) 54% of the respondents were working in a job setting with only 1 practitioner, compared to 27% of the 1991 graduates; (3) respondents' search for employment typically involved 5 interviews, with 45% using the local newspaper and 52% using a personal contact; (4) 93% of the graduates were paid on an hourly basis, with a mean wage of $20.20 per hour, or approximately $42,000 per year; (5) 93% of the respondents were very satisfied with their chosen profession; (6) 85% of respondents reported being members of state dental hygienist associations, with 78% participating in formalized continuing education presentations; and (7) while no graduates were currently working toward an advanced degree, about 41% anticipated eventually working toward one. Detailed data tables and the survey instrument are included. (MAB)

In a continuing effort to measure the quality of their Dental Hygiene program, explore the need for changes, and substantiate the program's goals for accreditation standards, a follow-up study was conducted of the 1991 Dental Hygiene program graduates from William Rainey Harper College (WRHC) in Palatine, Illinois. Surveys were mailed to all 28 associate degree graduates, requesting information on their current employment and/or enrollment in school, employment search experience, salary/benefits, job satisfaction, job tasks, the quality of their WRHC preparation for those tasks, and suggestions for improving the WRHC program. Study findings, based on a 79% response rate, included the following: (1) all of the 22 respondents were employed in the dental hygiene field, with 13 working full-time and 3 more working full-time at 2 part-time jobs; (2) 27% of the respondents were working in a job-setting with only 1 practitioner, compared to 37% of the 1990 graduates; (3) respondents' search for employment typically involved 5 interviews, with 45% using the local newspaper and 54% using a personal contact; (4) 95% of the graduates were paid on an hourly basis, with a median wage of $18.50 per hour, or approximately $37,700 per year; (5) 86% of the respondents were very satisfied with their chosen profession; (6) respondents reported being underprepared to perform 7 of the 41 skills for which they were trained; and (7) while only 1 graduate was currently working toward an advanced degree, almost half intended to do so. Detailed data tables and the survey instrument are included. (MAB)

This report contains information from a fall 1991 health occupations assessment of 1,021 health-related employers in Eastern Iowa and the Illinois Quad Cities area. Twelve chapters present comprehensive results of all surveys; results of 10 labor market survey instruments developed for chiropractic offices, dentists' offices, emergency medical services, home health care organizations, hospitals, laboratories, long-term health care facilities, physicians' offices/clinics, veterinary offices, and weight control services; and results of another instrument for certified/licensed health professionals. Information is provided from 350 respondents regarding these broad personnel classifications: chiropractic, clinical laboratory, dental, emergency medical, medical records, nursing, occupational therapy, pharmacy, physical therapy, and radiology. Chapters 2-12 are in two parts. The first part discusses target markets, survey design, and data collection, tabulation, and analysis. Results presented in narrative and table formats provide information on number of present full-time and part-time employees, entry-level hourly wage paid to employees in each of the personnel classifications, and immediate and projected employment needs through 1994. Responses regarding emerging trends and educational needs are then provided. The second part of each chapter is the instrument. (YLB)

This report discusses the need for program accreditation and licensure in allied health fields, and in particular, addresses two issues: (1) an attempt by the American Physical Therapy Association to increase the entry-level standards for physical therapy education without achieving consensus; and (2) the attempt to reduce entry-level standards for dental hygienists by sources outside the profession, again with no attempt to achieve consensus. It is noted that the system of educational program accreditation and occupational licensure have had two very important results: (1) by maintaining a nationwide standard of quality it enables Americans to move more confidently from state to state; and (2) it provides career mobility for health professionals, who by meeting the established standards may practice almost anywhere in the United States. Among the report's comments are that any proposal for substantive change in health professions education that is not based on collaboration and consensus would be a step backward in terms of quality assurance, and that, although it may be appropriate to periodically reassess entry-level standards in individual health care fields, such a reassessment must be done on a collaborative basis, not by the profession or any other interest group acting alone. The report concludes that the proposed changes in physical therapy and dental hygienist entry-level standards have not been justified by careful evaluation and are not supported by broad-based consensus. (GLR)

This document provides selected information on characteristics of health personnel disciplines, students preparing for these disciplines, their schools, projections of the personnel supply in each discipline to the year 2020, and discussions of whether the U.S. requirements for health personnel are likely to be met. Following an introduction, chapter 2 provides an overview of major personnel developments, including trends in education and training, the current supply of health care personnel, issues affecting health personnel, and health personnel in the coming years. Current and emerging health issues and personnel issues are covered in chapters 3 and 4. Among the health issues covered are an aging population, infant mortality, human immune deficiency virus, acquired immunodeficiency syndrome, substance abuse, access to health care, a changing health delivery system, and quality assurance and effectiveness in medical practice. The personnel issues addressed include declining applicants and enrollments, the shortage of nurses, primary health care concerns, concerns regarding allied health and public health labor supply, personnel for health care in geriatrics, and underrepresented minorities in the health professions. Chapter 5 discusses the data and methodology used to produce this report. The next 11 chapters provide information on physicians, dental personnel, nursing personnel, public health personnel, allied health personnel, optometrists, pharmacists, podiatrists, veterinarians, chiropractors, and physician assistants. The document contains reference lists that follow each chapter, 95 tables, and 75 figures. (CML)

This report highlights trends in disease patterns and technological advances that call for sweeping changes in the education of oral health personnel. It first provides a brief history of the development of dental education. The second and most extensive section analyzes global trends for dental caries, periodontal conditions, tooth loss and edentulousness, developmental disorders, systemic diseases, and traumatic injuries. The third section considers what these trends will mean in terms of the demand for different categories of oral health personnel and for low-, moderate-, and high-technology care. The report notes that the clinical functions required of oral health personnel will change from the simple to the complex. The second half of the report discusses the immediate educational changes needed to protect against an oversupply of oral health personnel, overqualified for routine clinical functions yet inadequately trained to perform necessary specialized, sophisticated procedures. Topics include advantages of a health sciences approach organized on modular lines, changes in curricula that can support revised educational objectives, and methods for setting and maintaining educational standards. Fifteen specific tasks that can contribute to effective changes in educational systems for training dentists and auxiliary personnel are outlined. Eleven references are listed. Appended is a statement of the general aim and objectives for a first course for oral health professionals. (YLB)

This report presents results of a project to assess the adequacy of existing data sources on the supply of 21 allied health occupations in order to develop improved data collection strategies and improved procedures for estimation of manpower needs. Following an introduction, chapter 2 provides a discussion of the general phases of the project and makes general recommendations for procedures to improve supply estimates and to improve estimations of requirements for allied health personnel. Chapters 3 to 11 contain individual reports and recommendations for each of the 21 occupations within the nine occupational clusters in this study. For each occupation, the discussion includes an overview of the occupation, definition of the population within the occupation, a description and assessment of data sources, and recommendations for estimating the supply within each occupation, current requirements, and future requirements. Each chapter also contains a summary of findings of the interviews conducted with individuals knowledgeable of the cluster and personnel-to-population ratios for each occupation for which data were available. (YLB)

This document reports the results of a survey of all registered dental hygienists reported by the State of Maryland as residents of southern Maryland (n=397), 82% of whom responded. The purpose of the survey was to examine the employment patterns of dental hygienists in the Montgomery College service area in order to determine if hygienists who sought employment were able to find suitable positions. Results of the survey indicated: (1) the median age of respondents was 26-35 years; (2) most had been out of school 10 years or less; (3) 78% were employed, 98% in the Montgomery County area; (4) 3% reported being unable to find employment despite seeking it; (5) 71% of those employed worked part-time, the majority by preference; (6) 95% of those who had graduated since 1971 were employed and only 2% of those who graduated since 1971 were unable to find employment; (7) those unemployed were relatively selective as to the type and location of the position which they were seeking; and (8) 20% expressed opposition to establishment of a dental hygienist program at Montgomery College as they felt the job market was glutted. However, the survey data supported the opposite contention that dental hygienists in Montgomery County were able to find satisfactory employment. The survey instrument is appended. (JDS)

In order to fulfill the requirements of the Ohio State Department of Vocational Education, Lakeland Community College (LCC) conducted a telephone followup survey to determine the employment activities of students who graduated from selected technology programs in 1974. Information regarding type of employment, job titles, and salaries was sought. The programs selected for followup were: (1) data processing; (2) dental hygiene; (3) electronics engineering technology; (4) mechanical engineering technology; (5) medical laboratory technology; and (6) nursing. Of the 116 graduates of these six programs, 103 (89 percent) were contacted. Overall, almost 90 percent of those contacted held jobs that were directly related to their LCC preparation. Data for each curriculum field are presented in descriptive and tabular form. (DC)

Forty-seven (51.1 percent) of the 92 graduates of the Dental Hygiene program completed a questionnaire designed to provide feed-back information concerning activities of program graduates. Results indicated that: (1) Practically all graduates were employed as Dental Hygienists, with most sharing their time among two or more offices; (2) Daily salary averaged $75 to $90 depending upon length of employment and types of services rendered; (3) About half the graduates received a variety of fringe benefits, the most common being dental services; (4) Number of patients seen per day ranged from four to twenty, averaging about ten; (5) Most graduates participated in continuing education courses following their graduation, but many of these courses were brief one-day or conference type endeavors; (6) Most were employed only in general dental hygiene work--about 10 percent also worked in periodontic and pedodontic areas, with one each working in orthodontic, geriatric, and oral surgery clinic areas; (7) Over 90 percent performed the tasks of scaling-root planing, polishing, and plaque control--over 80 percent sharpened instruments, made bite-wing radiographs, or performed ultra-sonic scaling; (8) Most felt competent in the three tasks performed by over 90 percent of them--they felt least competent in certain types of X-ray work and curettage. (DC)