Learning climate in dental hygiene education: a longitudinal case study of a Japanese and Canadian programme.

Educational climates have been found to have important influences on learning, but little feedback has been obtained from dental hygiene students. The purpose of this study was to gain an understanding of the learning climate in Japanese and Canadian dental hygiene programmes for the purpose of making positive changes. A survey instrument with 10 dimensions relating to learning climate was adapted from business and dental models, and designated as the Dental Hygiene Student Learning Climate Survey (DHS-LCS). Higher scores indicated a more positive and supportive learning climate, and lower scores indicated an environment that is potentially less desirable. Students enrolled in a Japanese and a Canadian dental hygiene programme participated in this four-year study from 2005 to 2008. A total of 402 surveys were returned for an average response rate of 62%. The mean total DHS-LCS score of Canadian students was statistically significantly higher than that of Japanese students (P < 0.001) in all years tested, indicating that the Canadian students' perceptions of their learning environment were more favourable than those of the Japanese students. Based on the analyses of the DHS-LCS data, interventions to improve learning climates were designed and implemented. There were statistically significant improvements (P < 0.01) in DHS-LCS scores of Japanese and Canadian students over the years of the study, suggesting that student-centred interventions improved the perceived learning environment. The instrument appears to be helpful in identifying student concerns and can be used to implement interventions to help support a healthier learning climate.

Perceptions of Japanese and Canadian dental hygiene students towards their profession.

OBJECTIVES: The purpose of this study was to investigate perceptions towards the profession and level of self-esteem of Japanese and Canadian dental hygiene students. METHODS: Third year dental hygiene students enrolled in a Japanese and a Canadian dental hygiene programme were asked to participate in a survey study. An instrument was developed to obtain students' opinions about the profession. The present study also explored dental hygiene students' levels of self-esteem, and the relationship with perceptions towards profession. RESULTS: Scores for dimensions including 'Motivation', 'Expectation' and 'Environment' were significantly higher among the Canadian students over Japanese students. The level of explicit self-esteem of the Canadian students was significantly higher than that of the Japanese students, and it was positively correlated with their expectations of the profession. CONCLUSIONS: There were significant differences in perceptions between Japanese and Canadian dental hygiene students. It is suggested that educational strategies should be planned to positively influence the students' perceptions toward the profession and improve the level of self-esteem.

Development of an International Collaborative Dental Hygiene Programme between Japan and Canada.

This paper reports the development of an international dental hygiene educational programme between Japan and Canada, and the evaluation of its outcomes. In 2004, a unique collaborative programme with Canadian dental hygiene schools was introduced as part of a 3-year dental hygiene curriculum. This international programme mainly consists of three parts: a spring (full Japanese faculty and student exchange to Canada), fall (select Japanese faculty and student exchange to Canada for focused professional development) and summer (select Canadian student exchange to Japan) component. The spring component provides an opportunity for all Japanese students to visit the Canadian dental hygiene schools at the end of their second year. Students and faculty members share information about their programmes and culture through instructional presentations, chair-side hands-on clinical simulations, and table clinic presentations. For the fall component, selected Japanese students and faculty re-visit the Canadian school for more extensive learning and exchange with Canadian students. Workshops are held for faculty on educational and research topics. For the summer component, selected second year Canadian students visit Japan. The Japanese students' basic knowledge of Canada and Canadian dental hygiene showed statistically significant improvement (P < 0.001) as assessed by pre- and post-tests. Other programme evaluations including faculty and students' surveys have so far identified positive outcomes in learning and research. The programme has offered opportunities for faculty professional development and joint research projects. In conclusion, the findings reported here demonstrate that incorporation of the international collaborative programme can be a significant addition to dental hygiene education.

Application of the Dental Hygiene Human Needs Conceptual Model and the Oral Health-Related Quality of Life Model to the dental hygiene curriculum in Japan.

This paper reports the incorporation of the Dental Hygiene Human Needs Conceptual Model (DHHN) and the Oral Health-Related Quality of Life Model (OHRQL) into a dental hygiene curriculum in Japan. A simulated patient practice was offered to 67 dental hygiene students. In the practice activity, all students were introduced to the use of an OHRQL assessment tool. A DHHN assessment tool was utilized additionally only by the experimental student group. The statistical analysis of the post-practice survey showed that the OHRQL instrument was more helpful in assessment and problem identification than the DHHN instrument. By contrast, text-based analysis of dental hygiene diagnostic statements showed that the experimental group identified more domains of patients' human needs deficits than the control group. This suggested the possibility that the DHHN model helped them to see patients from broader perspectives. However, it was difficult for students to design care plans attending to the domains of the models. Also, in considerations to the cultural issues, the validity and equivalence of the Japanese versions of both models should be further investigated. Within the limitation of the present study, the results suggested that incorporation of the combination of the DHHN and OHRQL models can be useful in a dental hygiene curriculum, as each tool helps students expand the perspective from which they view client. Further improvements in learning strategies should facilitate the effective utilization of these models.

Mutations in Escherichia coli altering an apurinic endonuclease, endonuclease II, and exonuclease III and their effect on in vivo sensitivity to methylmethanesulfonate.

The levels of endonuclease II, an apurinic endonuclease, and exonuclease III in the parent strains (AB 1157) of Escherichia coli and in various mutants were determined by chromatography on DEAE-cellulose. AB 3027 and NH 5016 lacked endonuclease II and exonuclease III. BW 2001 lacked the apurinic endonuclease and exonuclease III while BW 2007, BW 9093, and BW 9059 lacked only exonuclease III. Deletion mutants BW 9101 and BW 9109 lacked all three enzymes. The latter mutants locate the genes for the two endonucleases in the region of exonuclease III (chith) of 38.2 min (White et al., 1976). All of the mutants which were sensitive to methylmethanesulfonate in vivo lacked exonuclease III, but not all mutants lacking exonuclease III were MMS sensitive. The deletion mutants and NH 5016 were the exceptions.

Endonuclease II, apurinic acid endonuclease, and exonuclease III.

An endonuclease of Escherichia coli active on a DNA treated with methylmethane sulfonate has been separated from an endonuclease active on depurinated sites. The former enzyme is disignated here as endonuclease II, while the latter enzyme is designated as apurinic acid endonuclease. Endonuclease II is also active on DNA treated with methylnitrosourea, 7-bromomethyl-12-methylbenz[a]anthracene, and gamma-irradiation. A third fraction which contains activities for both depurinated and alkylated sites needs further study. Endonuclease II, molecular weight 33,000, has been purified 12,500-fold and does not have exonuclease III activity. Apurinic acid endonuclease, molecular weight 31,500, has been purified 11,000-fold and does not have exonuclease III activity. Exonuclease III, molecular weight 26,000, has been purified 2300-fold and does not have endonucleolytic activity at depurinated reduced sites or at alkylated sites in DNA. Therefore, these are three separate proteins. Exonuclease III can produce, presumably by its exonucleolytic activity, double-strand breaks in heavily alkylated DNA under conditions where it does not make single-strand endonucleolytic breaks at either depurinated-reduced or alkylated sites.