Work Experiences of Male Dental Hygienists: A qualitative study.

Purpose: The percentage of men entering the dental hygiene profession has increased from less than 1% of the workforce in 1999 to 6.1% in 2020. However, little is known about the experiences of male dental hygienists. The purpose of this study was to explore and better understand the experiences of male dental hygienists.Methods: A qualitative phenomenological research design was used with a purposive sample of male dental hygienists (n=19) recruited via social media groups. Virtual focus groups were conducted and participants were asked open-ended questions to assist in data collection. The data analysis was conducted both manually and with qualitative analysis software. Two investigators independently identified emergent themes and a sub-set of participants participated in member checking of the themes identified.Results: The following major themes were identified: stereotype, "not just because I'm a guy, I'm a dental hygienist," discrimination, reverse discrimination/special treatment, and bringing balance to the work setting. In addition to the major themes, there were also several minor themes identified with the most common being the need for increased male representation in the profession.Conclusion: The findings of this study were consistent with nursing literature regarding the experience of males in female dominated professions. These findings may serve to enhance the positive experiences of being a male in dental hygiene and highlight the need to address the negative experiences such as discrimination to encourage more men to join the profession. Minor themes suggested the need to enhance male representation to make the profession more appealing to men.

Experiences and Challenges of Clinical Dental Hygienists Transitioning into Teaching Roles.

Purpose: The purpose of this pilot study was to examine the experiences of novice dental hygiene faculty when transitioning from private practice into clinical teaching roles.Methods: A phenomenological qualitative study was performed using focus groups; data was collected from the responses provided from clinical faculty members during semi-structured interviews. Focus groups were comprised of three to four members. Participants were asked open-ended questions regarding their experiences, and to identify helpful strategies which assisted them as they entered the clinical teaching setting.Results: Participants were both female (n=16) and male (n=1), ranging from 25 to 60+ years of age, with clinical teaching experience ranging from 1 to 5 years. Emergent themes, identified from an analysis performed on the participant's responses, revealed numerous strategies encountered by novice faculty as they entered clinical teaching roles. Strategies found to be helpful during the transition into clinical teaching included: shadowing experienced faculty, availability of resources such as textbooks and course materials for use as teaching aids, and orientation sessions held prior to the beginning of each semester. Few challenges were identified from the participants' responses, however, younger novice faculty members shared challenges in regards to being taken seriously by students due to their age. Older faculty members found relearning course content and terminology to be challenging.Conclusion: Increased understanding of the unique experiences of novice clinical faculty, and identification of the successful strategies and challenges encountered by these individuals, may aid in developing effective approaches and programs for novice faculty as they enter clinical teaching roles.