The development of strong interpersonal relationships between clinical instructors and students has been found to contribute to clinical teaching efectiveness (CTE). In addition, strong interpersonal relationships are more likely to occur in individuals who possess a high level of emotional intelligence (EI). However, an examination of the impact of a clinical instructor's EI on CTE has not been extensively investigated. The aims of this study were to measure the CTE and EI of dental hygiene clinical instructors and to identify any correlations between their CTE and EI. In this cross-sectional quantitative study conducted in 2017, dental hygiene clinical instructors in selected U.S. dental hygiene programs were invited to complete two online assessments: the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and the Nursing Clinical Teaching Efectiveness Inventory (NCTEI). Demographic data collected from participants was also included in the exploratory data analysis. A total of 42 clinical instructors from programs in 19 states completed both the MSCEIT and the NCTEI. The results showed statistically signiicant correlations between negative clinical teaching behaviors and MSCEIT outcomes. These results suggest that emotional intelligence may be linked to dental hygiene clinical instructors' teaching efectiveness, with low emotional intelligence being a predictor of negative teaching behaviors.

Research indicates a high prevalence of oral disease among Albanians. There is a lack of evidence regarding oral health beliefs and practices among Albanian immigrants in the United States and abroad. This research seeks to better understand the oral health beliefs, attitudes, and practices among Albanian immigrants living in the United States. A descriptive study was employed with a purposive sample (n = 211) of Albanian adult immigrants. A cross-sectional validated questionnaire was provided in both English and Albanian, with a response rate of 66 %. Results revealed a high use of dental services among respondents, with 68 % reported as having a dental visit and cleaning within the past year. Although 25 % of participants stated their parents and grandparents have used folk remedies, 88 % of them stated that use of folk remedies did not influence their decision to seek professional dental care. Increasing age was inversely associated with the belief in the importance of retaining natural teeth, as older respondents were less likely to agree with the prior statement; older respondents were more likely to agree with the statement "bleeding gums are normal." Low oral health care access and utilization was not a factor among the majority of the Albanian immigrants studied. Focusing on providing age appropriate oral health education and behavioral strategies could increase oral health knowledge and potentially improve poor oral health status among this population.

Purpose/objectives There is little research regarding dental hygiene faculty perspectives on advising graduate students through the thesis process. This study explored dental hygiene faculty's experiences when advising DH graduate students through the thesis process and understanding their perspectives on the factors impacting completion of the thesis. Methods This qualitative phenomenological research study utilized virtual focus groups with a purposive sample of graduate DH thesis advisors (n = 18) from institutions with a thesis‐based Master of Science degree. A deductive analysis method was implemented based on six main topics (advisor's roles, advisor expectations of advisee, advisee challenges, student support strategies, institutional polices and resources, and academic workload and benefits of the advisor role) in the literature using qualitative analysis software. Results Main emergent themes included being a co‐investigator and supervisor of the advisee research process; expectations of advisee to respect the advisor's time and effort; expectation advisee understand the demands of a thesis; advisees challenges included self‐doubt and balancing of responsibilities; need to develop the advisor/advisee relationship and trust with advisee; and university policies and the availability of resources impact on the thesis completion. Conclusion Dental Hygiene thesis advisors reported incorporation of many strategies to execute their role. The thesis process is unique to every student; however, the advisor's comprehensive problem‐solving skills and the student's perseverance collectively facilitate the completion of the thesis. Institutional policies, other resources, and the increase in workload are potential barriers for Dental Hygiene thesis advisors and require advocating on behalf of their advisee for on‐time thesis completion.

The aim of this pilot study was to measure and compare dental hygiene students' level of text anxiety and performance when being tested on an objective structured clinical examination (OSCE) using camera supervision versus direct examiner observation. This randomized, controlled trial, conducted in October 2016, assessed students' anxiety levels and performance using the Zung Self-Rating Anxiety Scale and performance on an OSCE. All 32 first-year students in one U.S. dental hygiene program were invited to participate, and all 32 participated for a 100% response rate. Participants were randomly assigned to the direct observation (N=16) and camera-supervised (N=16) groups. The comparison of pre-OSCE anxiety levels and performance scores evaluated with direct observation (36.4 and 20.4) versus camera-supervised (37.5 and 20.9) found no statistically significant difference between the two groups (p=0.496, p=0.403). The difference in post-OSCE anxiety levels between the direct observation and camera-supervised groups (33.8 and 37.8) approached significance (p=0.051). This study found that student anxiety levels were similar between the two groups except for the post-OSCE direct observation anxiety levels, which were lower. No significant difference was found between the two groups' performance scores. Due to similar performance scores and anxiety levels for the direct examiner and camera-supervised methods, the camera-supervised OSCE warrants further exploration as an alternative approach to direct observation for evaluation of students' performance.

Many health professions have identified characteristics of an effective clinical instructor and used this information to create tools to measure clinical teaching effectiveness (CTE) in their disciplines. However, minimal research has been conducted to explore the attributes of an effective clinical instructor in dental hygiene education. The aim of this study was to identify the attributes of dental hygiene clinical instructors associated with effective teaching. This study used a Delphi research design to iteratively survey an expert panel of 14 dental hygiene instructors in dental hygiene programs from 13 U.S. states in 2019. A cumulative overall response rate of 89.3% was achieved after conducting three survey rounds. The results showed statistically significant consensus on 91 CTE characteristics. Participants agreed that effective clinical instructors should possess the ability to clearly communicate, foster interpersonal relationships, encourage a climate of mutual respect, and act as good role models who are emotionally intelligent, caring, trustworthy, fair, honest, and supportive. There was also agreement that effective clinical instructors were those who created a safe learning environment centered on collaboration, motivation, guidance, and positive corrective feedback. These results were similar to those identified in other health professions. However, there is a need for dental hygiene education to develop its own CTE assessment tool for use in professional development.