Examining the Case for Dental Hygienists' Teaching Predoctoral Dental Students: A Two-Part Study.

Dental students in North American dental schools are exposed to faculty members with various professional backgrounds. These faculty members may include dentists, dental hygienists, and scientists without clinical dental credentials. The practice of dental hygienists' educating predoctoral dental students has not been well documented. The aims of this two-part study were to investigate the parameters of didactic, preclinical, and clinical instruction of dental students by dental hygienist faculty members in North American dental schools and to explore dental students' perceptions of this form of teaching. In part one, a survey was sent electronically to the clinical or academic affairs deans of all 76 American Dental Education Association (ADEA) member dental schools in 2017. Twenty-nine responded, for a 38.2% response rate. In 76% of the responding schools, dental hygienists were teaching dental students. Most respondents reported that, in their schools, the minimum degree required to teach didactically was a master's, while a bachelor's degree was required for preclinical and clinical courses. There was no significant association between dental hygienists' instructing dental students and having a dental hygiene educational program at the institution. In part two of the study, a questionnaire was completed by 102 graduating dental students (85% response rate) at one U.S. university to evaluate the impact of dental hygienist educators. Among the respondents, 87% reported feeling that dental hygienists were very effective educators. There were no significant differences in responses between traditional and advanced standing international dental students. This study found that dental hygienists were educating dental students in many North American dental schools and were doing so in curricular content beyond periodontics and that their educational contributions at a sample school were valued by the dental students there.

Predictive validity of critical thinking skills and disposition for the national board dental hygiene examination: a preliminary investigation.

The objective of this study was to determine if preexisting critical thinking skills and critical thinking disposition predict student performance on the National Board Dental Hygiene Examination (NBDHE). The predictive value of critical thinking skills scores and disposition (habits of mind, attitudes, and character attributes) scores were examined above that provided by traditional predictors: entering grade point average, age, and total number of college hours at entry into the dental hygiene program. Seventy-six first-year dental hygiene students from three baccalaureate dental hygiene programs participated in this study. Participants' preexisting general critical thinking skills and disposition were assessed during the first week of classes in their respective baccalaureate level programs using the California Critical Thinking Skills Test (CCTST) and California Critical Thinking Disposition Inventory (CCTDI). At the completion of their two-year educational program, the CCTST and CCTDI were administered a final time, and students' scores on the multiple-choice and case-based NBDHE were obtained. A series of hierarchical multiple regression analyses demonstrated that CCTST scores explained a statistically significant (p<.05) proportion of variance in students' multiple-choice and case-based NBDHE scores, above and beyond that explained by other predictor variables. Although CCTDI scores were not a significant predictor of either outcome measure, CCTST is a good predictor of student performance on high-stakes qualifying examinations and may have utility for student selection and retention.

Predictive validity of critical thinking skills for initial clinical dental hygiene performance.

This study collected validity evidence on the utility of critical thinking skills and critical thinking disposition in predicting initial clinical performance. The predictive value of critical thinking skills scores and disposition scores was examined to determine their unique contribution beyond that provided by traditional predictors: grade point average, age, and number of college hours. The study involved three phases: establishing content validity of three outcome measures; assessing students' baseline critical thinking skills and disposition using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory (CCTDI); and assessing students' initial clinical competence, clinical reasoning, and clinical knowledge. All baccalaureate-level dental hygiene programs in the United States affiliated with a dental school (N=22) were invited to participate; of those, seven volunteered. A convenience sample of 207 first-year dental hygiene students was obtained. A series of hierarchical multiple regression analyses demonstrated that CCTST scores explained a statistically significant (p<.05) proportion of variance in students' initial clinical reasoning scores, acquired knowledge scores, and faculty ratings, above and beyond that explained by other predictor variables. CCTDI scores were not significant predictors of any outcome measure. It was concluded that CCTST is a good predictor of initial student outcomes and may have utility for student selection and retention.

Differential diagnosis: is it herpes or aphthous?

Recurrent aphthous stomatitis (RAS) and recurrent intraoral herpes (RIH) are the two most commonly presenting oral lesions in the dental setting. It is critical that the oral health professional be able to accurately discriminate between these disorders. To facilitate the differential diagnosis between RAS and RIH, important components of assessment are discussed. These include: prodromal signs and symptoms, lesion location, and appearance of the initial and mature lesion. The comparative etiology, prevalence, pathogenesis, and treatment considerations for these lesions are presented. A familial case report is provided.

The transtheoretical model: an approach to behavioral change.

PURPOSE: Facilitating change in the behavior of clients to encourage effective and consistent oral self-care behaviors has been a main focus in the delivery of dental hygiene care. The Transtheoretical Model proposes that individuals progress through a series of stages when intentionally changing a behavior. Individuals utilize stage specific processes of change. The level of decisional balance and self-efficacy of an individual impact progression through the stages. This paper reviews the development of the Transtheoretical Model, presents a description of the model, and provides suggested applications for dental hygiene practice.

Understanding and managing dentin hypersensitivity.

Dental hygienists frequently encounter clients who present with one or several sensitive teeth. These clients often rely on the dental hygienist to help determine the cause and to provide supportive treatment to relieve their discomfort. Therefore, it is essential for dental hygienists to fully understand the complexity of dentin sensitivity, be well informed about treatment approaches, and have an appreciation of the difficulties inherent in designing and conducting clinical hypersensitivity trials. Difficulties in designing hypersensitivity research have precluded a definitive answer concerning a best treatment approach. The purpose of this course is to present dental hygienists with current information about the pain of sensitive teeth and the associated differential diagnosis. The theory of pain transmission, etiology of dentin sensitivity, professional and self-care treatment modalities, and natural remission of tooth sensitivity will be discussed. Tooth and pulp biology will be reviewed as a means of explaining treatment and management approaches. At completion of this course, as measured by a post-test, participants with be prepared to apply the knowledge gained to their evidence-based practice to positively impact the oral health of their clients.