Experience and attitudes regarding requirements for magnification and coaxial illumination among dental hygiene students.

Purpose: Dental professionals are at elevated risks for the development of musculoskeletal disorders due to the occupational demands of static postures and precision movements required for instrumentation. The purpose of this study was to evaluate the experiences and attitudes regarding the requirements of purchasing and utilizing magnification loupes and coaxial illumination for patient care among dental hygiene students with the state of Ohio.Methods: A cross-sectional, web-based, anonymous survey was sent via the dental hygiene program directors to dental hygiene students in the state of Ohio. Descriptive statistics were used to describe the dental hygiene students' experience with magnification loupes and coaxial illumination.Results: A total of 123 students (n=123) participated in the study representing a response rate of 36.2%. Most respondents used magnification loupes (89.4%, n=110) and coaxial illumination (84.5%, n=105) while delivering patient care. Respondents who were required to purchase magnification loupes were more likely to feel that dental hygiene students (X2(1)=37.735, p<.001) and dental hygiene faculty (X2(1)=38.256, p<.001) should be required to purchase magnification loupes. Respondents who were not required to purchase their magnification loupes felt that loupes increased the accuracy of assessments and procedures (U=1376.00, p<.01) and increased the efficiency of providing care (U=1327.00, p<.001). Students who were required to purchase coaxial illumination were more likely to feel that dental hygiene students (X2(1)=10.809, p<.001) and dental hygiene faculty (X2(1)=6.796, p<.01) should be required to purchase illumination.Conclusion: When considering student purchasing requirements for magnification loupes and coaxial illumination, the attitudes of dental hygiene students towards their utilization and benefits should be considered.

Magnification and Coaxial Illumination in Dental Hygiene Education: Experience and attitudes of clinical educators.

Purpose: Static postural demands and precise movements involved with instrumentation, place dental professionals at high occupational risk for developing musculoskeletal disorders (MSDs). Using magnification loupes and coaxial illumination may lower the risk of developing a future MSD. The purpose of this study was to evaluate the experiences and attitudes among clinical dental hygiene educators in Ohio regarding requiring the use of magnification loupes and coaxial illumination in academic settings.Methods: Clinical dental hygiene faculty members from the 12 dental hygiene programs in Ohio were invited to participate in a cross-sectional, electronic survey consisting of 28 items. Descriptive statistics were used to analyze the educators' experiences with magnification loupes and coaxial illumination in academic settings.Results: Responses from 54 participants from the non-probability sample were analyzed. A majority (86%) of the respondents used magnification in their role as clinical faculty members; 94% felt that clinical faculty members and 92% felt students should be required to use magnification in academic settings. Of the 54% using coaxial illumination while caring for patients, 94% used illumination in their role as clinical faculty members. A majority of these respondents (94%) felt clinical faculty members, and students (82%) should be required to use coaxial illumination in academic settings. Improved ergonomics, increased accuracy, and efficiency were cited as the perceived rationale for mandating the use of magnification and illumination.Conclusion: Dental hygiene faculty using magnification loupes and coaxial illumination in clinical practice and in academic settings supported requiring faculty and students to use magnification and illumination.

Evaluating Student Self-Assessment through Video-Recorded Patient Simulations.

PURPOSE: The purpose of this pilot study was to determine if the use of a video-recorded clinical session affects the accuracy of dental hygiene student self-assessment and dental hygiene instructor feedback. METHODS: A repeated measures experiment was conducted. The use of the ODU 11/12 explorer was taught to students and participating faculty through video and demonstration. Students then demonstrated activation of the explorer on a student partner using the same technique. While faculty completed the student assessment in real time, the sessions were video recorded. After completing the activation of the explorer, students and faculty completed an assessment of the student's performance using a rubric. A week later, both students and faculty viewed the video of the clinical skill performance and reassessed the student's performance using the same rubric. The student videos were randomly assigned a number, so faculty reassessed the performance without access to the student's identity or the score that was initially given. RESULTS: Twenty-eight students and 4 pre-clinical faculty completed the study. Students' average score was 4.68±1.16 on the first assessment and slightly higher 4.89±1.45 when reviewed by video. Faculty average scores were 5.07±2.13 at the first assessment and 4.79±2.54 on the second assessment with the video. No significant differences were found between the differences in overall scores, there was a significant difference in the scores of the grading criteria compared to the expert assessment scores (p=0.0001). CONCLUSION: This pilot study shows that calibration and assessment without bias in education is a challenge. Analyzing and incorporating new techniques can result in more exact assessment of student performance and self-assessment.