The healthcare profession of dental hygiene can be a highly stressful academic path and occupation. Physical stressors can quickly lead to postural disturbances and musculoskeletal disorders (MSDs) due to instrument grasping while under muscle tension, working with vibrating instruments, and performing repetitive micromovements. Chronic, high stress levels have the potential to lead to burnout, fatigue, and other health problems, which can impact a student\'s ability to perform well in their clinical rotations and didactic studies and may translate into their workforce experiences after graduation.

The purpose of this study is to determine whether a relationship exists between Barre stretching and reported stress and pain levels among entry-level dental hygiene students.

This study will be a 6-week experimental randomized control trial (RCT) where participants will be assigned to a 15-minute Barre stretching and breathing video two times a week for the experimental group or control group. The continuous dependent variables in this study will be the reported stress levels and reported pain levels of the entry-level dental hygiene students. The independent variable will be the Barre stretching intervention. The participants will include students at two universities enrolled in an entry-level dental hygiene program as first-year students.

Baseline data collection for each participant will be obtained, and the study will be analyzed using descriptive statistics, a paired t-test and independent t-test. The statistical significance level will be set at P=0.05.

PURPOSE:

Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students.

METHODS:

The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation.

RESULTS:

Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed.

CONCLUSION:

Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

Purpose Empathetic engagement is considered a vital component in forming respect-based relationships between patients and clinicians, leading to more optimal patient care. The purpose of this study was to explore whether there was a relationship between dental hygiene students' levels of empathy and student demographics including age, gender, year in school, and the degree type of dental hygiene program attending.Methods This was a cross-sectional observation study conducted among dental hygiene undergraduate students attending three dental hygiene programs in the Midwestern United States. Two programs offered associate degrees and one offered a baccalaureate degree. Participants completed the 20-item Jefferson Scale of Empathy©, student edition (JSE-S) along with demographic questions including age, gender, year in dental hygiene program, and degree type of dental hygiene program. Descriptive statistics and comparisons of the empathy scores were conducted using t-test and one-way analysis of variance (ANOVA). Regressions were conducted to determine whether the students' year in dental hygiene program and the type of degree program were predictors of empathy.Results Forty-one participants completed the questionnaire for a 65% response rate. The mean empathy score was 83.05 ± 10.04 among the participants. There were no statistically significant differences between levels of empathy of first- and second-year students or those attending a two-year institution versus a four-year university. Age, year in program, and type of degree were not shown to be predictors of empathy.Conclusion Results from this study did not show relationships or predictors of empathy with dental hygiene students' demographics or type of degree program. Future research should expand beyond a small homogenous convenience sample and include a longitudinal gauge to assess potential fluctuations in empathy as students progress throughout the curriculum and as practicing clinicians.

This study was undertaken to gain a better understanding of dental hygiene students' attitudes toward AIDS and homosexuals. Each respondent received a 500-word patient case vignette and two scales for recording impressions of the person described in the vignette. There were four vignettes, identical except that the portrayed individual's illness was identified as either AIDS or leukemia, and sexual preference as either homosexual or heterosexual. No differences in overall ratings on either scale were noted based on the patient's disease status or sexual preference or the interaction between sexual preferences with disease type. Similarly, neither scale displayed significant differences on any of the individual items based on the patient's sexual preference. There were, however, significant differences for several individual items on both scales based on the patient's disease type; students responded more negatively to individuals with AIDS. It appears, therefore, that the hygiene students displayed no bias toward homosexuals and only very minimal bias toward individuals with AIDS.

The purpose of this pilot study was to explore the impact of faculty calibration training on intra- and interrater reliability regarding calculus detection. After IRB approval, twelve dental hygiene faculty members were recruited from a pool of twenty-two for voluntary participation and randomized into two groups. All subjects provided two pre- and two posttest scorings of calculus deposits on each of three typodonts by recording yes or no indicating if they detected calculus. Accuracy and consistency of calculus detection were evaluated using an answer key. The experimental group received three two-hour training sessions to practice a prescribed exploring sequence and technique for calculus detection. Participants immediately corrected their answers, received feedback from the trainer, and reconciled missed areas. Intra- and interrater reliability (pre- and posttest) was determined using Cohen's Kappa and compared between groups using repeated measures (split-plot) ANOVA. The groups did not differ from pre- to posttraining (intrarater reliability p=0.64; interrater reliability p=0.20). Training had no effect on reliability levels for simulated calculus detection in this study. Recommendations for future studies of faculty calibration when evaluating students include using patients for assessing rater reliability, employing larger samples at multiple sites, and assessing the impact on students' attitudes and learning outcomes.

Empathy is a crucial element in the practice of dentistry, significantly influencing patient satisfaction and treatment outcomes. Recent studies have highlighted the importance of empathy in healthcare, suggesting that it is essential for effective clinician-patient communication and overall quality of care. Despite its recognized value, there is a concerning trend of declining empathy levels among dental students as they progress through their education. This decline may adversely affect their ability to connect with patients, ultimately impacting the quality of dental care provided.

In Saudi Arabia, research on empathy within dental education remains limited. A study conducted at King Abdulaziz University indicated that while dental students exhibited a sense of moral obligation, their overall empathy scores were lower than anticipated1. Furthermore, factors such as gender and academic year were found to influence empathy levels, with female students generally scoring higher than their male counterparts. Another study from Dammam reported similar findings, emphasizing the need for targeted interventions to enhance empathy among dental students and interns.

This proposed cross-sectional study aims to assess empathy levels among dental hygiene students and interns in Saudi Arabia. By utilizing the Jefferson Scale of Empathy-Health Profession Students (JSE-HPS), this research will explore how demographic factors such as age, gender, and academic year correlate with empathy scores. The insights gained from this study could inform curriculum development and training programs aimed at fostering empathetic communication skills among future dental professionals.

This article has no abstract

OBJECTIVE:

The COVID-19 pandemic accelerated the transition from live patient to manikin-based licensure exams, a format likely to continue. This study examined the impact of simulated competency and mock board exams on the perceptions and self-confidence of two student cohorts, using a four-semester sequence with Acadental ModuPRO DH and Acadental Coris typodonts.

METHODS:

Exempt from the University of Minnesota IRB (STUDY00019218), the study involved students from the Classes of 2023 and 2024. The Class of 2023 used the Acadental ModuPRO DH model, while the Class of 2024 used the Acadental Coris model. Pre- and post-surveys, using a 5-point Likert scale and open-response questions, were administered to gather perceptions and self-confidence before and after the clinical licensure exam (CLE).

RESULTS:

Of 55 participants, 36 (65%) participated in the survey. Both cohorts found the mock board exam beneficial for licensure exam preparation. The Class of 2023 showed increased confidence across all survey items, with significant gains on items nine (p = 0.003) and 15 (p = 0.009). The Class of 2024 saw slight confidence increases without significant changes. All participants "agreed" or "strongly agreed" that the competency exams were useful in preparing for the licensure exam. All students passed the CLE on their first attempt.

CONCLUSION:

The competency and mock board exam sequence enhanced student confidence and preparation, regardless of the typodont used. Simulated patient competency exams have the potential to be effective tools for preparing students for the CLE.

INTERVENTION:

Participants in group A will take examinations A and C before learning English with smartphone, and take examinations B and D after learning. Participants in group B will take examinations B and C before learning English with smartphone, and take examinations A and D after learning.

CONDITION:

healthy subjects

PRIMARY OUTCOME:

Scores of pre‐ and post‐examinations.

INCLUSION CRITERIA:

Students and faculties of educational or medical institutes who learned English with smartphones, and those who agree with this study.

Purpose: An evolving healthcare system requires a well-prepared and diverse oral health workforce. Research indicates leadership development (LD) enhances professional attributes and fosters team collaboration. The Commission on Dental Accreditation (CODA) recognizes the importance of institutional leadership practices. However, little is known about LD in dental hygiene (DH) education. This pilot study aimed to evaluate self-reported leadership behavior in self-awareness and confidence following an LD seminar. Methods: This study used a convergent mixedmethods design. All senior DH students (n=24) from one Southern University participated in a half-day LD seminar. Learners were asked to complete pre- and post-programmatic surveys with Likert-scale items to measure self-awareness and leadership behaviors and open-ended questions exploring leadership perspectives. A DiSC personality assessment evaluated personal traits, followed by a hands-on interactive LD seminar. Descriptive statistics analyzed Likert responses, and an inductive coding process identified emergent themes. The Office of Human Research Ethics reviewed the study and determined it was exempt. Results: Of the 24 DH students, 91.7% (n=22) completed the survey. Open-ended responses supported perceptions regarding LD being essential to their curriculum and profession. Findings revealed that 100% (n=22) of participants felt the workshop helped them assess their professional values and increased self-awareness. Ninety-one percent (n=20) felt the workshop helped identify leadership capabilities. Results revealed learner confidence increased in defining leadership self-awareness (p=0.0074). Conclusion: The participants recognized the importance of LD and found it applicable to their professional development. This study provides insight into designing effective LD programs to foster leadership skills and collaboration among teams.