e-Portfolios and Self-Assessment in Dental Hygiene Education: A Pilot Study.

PURPOSE: Self-assessment and critical thinking skills are required for students to reflect on the knowledge and skills they acquire in a dental hygiene program. The Commission on Dental Accreditation states that all graduates must be competent in the knowledge, skills, and values needed to practice as a new practitioner. In order to foster self-assessment, an e-portfolio incorporating a graduate competency template was implemented into a newly designed seminar course. The purpose of this study was to gain student perceptions of a newly implemented e-portfolio as a method to self-assess their knowledge and skills. METHODS: Three cohorts, including 98 dental hygiene students, completed a paper post-course survey that included yes/no questions, a Likert-scale statement, and open-ended questions regarding the e-portfolios. RESULTS: Approximately 94% of students believed they were able to self-assess their abilities by developing an e-portfolio with the graduate competency template. In regards to the graduate competency template, 98% of students stated that the template was helpful during their self-assessment process. Students reported that they received meaningful feedback from the instructor about their ability to self-assess their knowledge, values, and skills. CONCLUSION: E-portfolios can be utilized as a self-assessment tool and a method for students to demonstrate competence.

Impact of Implementing a Competency-Based Clinical Curriculum: Transitioning a Dental Hygiene Program.

PURPOSE: Competency-based education is employed to ensure students are prepared to perform tasks required by entry-level practitioners. The American Dental Education Association's curriculum for dental hygiene programs states that students should learn skills consistently performed by dental hygienists to the level of competence. The purpose of this study was to assess the implementation of a competency- based dental hygiene clinical program at University of Arkansas for Medical Sciences. The program included components such as the development of competencies, assessment techniques, portfolios (self-assessment/reflection), mock boards, faculty feedback, remediation, and competency notebooks. METHODS: To evaluate the competency-based clinical program, surveys were conducted on 30 students and 5 faculty members who experienced the transition from a traditional grade-based clinical program to a non-graded competency-based program. Survey questions included Likert-type questions, ranking aspects of the competency- based program in order of importance, and open-ended questions. Frequency/descriptive statistics were stated in aggregate form to evaluate the students' and faculty's perceptions of the competency-based program. RESULTS: Survey results showed that the majority of students and faculty members felt confident in the students' skills to practice as entry-level hygienists. Students and faculty thought the most valuable aspect of the competency- based program was quad scale experiences. The least beneficial aspect was reflection/ self-assessment. CONCLUSION: There were many challenges involved in implementing a newly established non-graded competency- based clinical program. Although there was resistance from students and faculty, their overall perceptions of the program were positive.