Objective: The purpose of this study was to investigate dental hygiene (DH) educational programs' didactic and clinical curriculum in the management of peri-implant diseases and conditions. The specific aims were (1) assess if evidence-based content for peri-implant diseases and conditions are currently included in didactic and clinical DH curriculum and (2) determine if DH education programs are currently preparing students at a level of clinical competency for the assessment and management of periimplant diseases and conditions. Design: A cross-sectional study of DH faculty member(s) from 331 United States entry-level programs responsible for didactic and clinical curriculum for peri-implant diseases and conditions were surveyed. The survey was disseminated electronically via Qualtrics xm August 2019 for a response rate of 26%. Results: The results showed didactic courses taught DH students the etiology of perimucositis and peri-implantitis (98%), clinical characteristics (98%), and risk factors contributing to these implant diseases (96%). Evaluation methods to determine student level of competency in a didactic setting included quizzes/examinations (98%), casebased examinations (63%), and written essays (6%). Eighty-five percent reported DH students are not required in a clinical setting to provide care for patients with periimplant diseases and conditions. Conclusions: Study results suggest DH education programs may need to revise didactic and clinical curriculum to ensure students graduate at a level of clinical competency for assessing and managing peri-implant conditions and diseases. DH educational programs should consider requiring clinical patient experiences for the assessment and management of peri-mucositis and peri-implantitis to prepare students for their professional role.
Purpose The purpose of this pilot study was to evaluate students’ knowledge, comfort, attitudes, and formal training on oral health of transgender individuals. Methods A single‐site cross‐sectional study of 223 students from four educational programs were invited to participate in this study. A 17‐item survey was modified from two previous instruments with permission. The electronic survey was disseminated via Google Forms two times 6 weeks a part. Analyses were conducted using R version 4.1.1. Survey responses were summarized as means and standard deviations. Comparisons of survey responses by program type, age group, prior degree, and gender were performed using the chi‐square test for association and analysis of variance. Results A total of118 completed the survey for a 53% response rate. Students disagreed (26.3%) they had knowledge on hormone treatments or non‐hormonal treatment (40.7%) and strongly disagreed (40.7%) they had knowledge on oral manifestations of hormonal or non‐hormonal therapies. Students strongly agreed they are comfortable treating transgender patients (63.6%) and believe it is the responsibility of all healthcare providers to care for transgender patients (83.1%). Students disagreed they are prepared to care for transgender patients (40.7%) or that their faculty demonstrate competency caring for transgender patients undergoing hormonal treatment (21.4%). Conclusion Students are comfortable providing oral health care to transgender individuals and feel a responsibility to care for them. Formal training on hormonal and non‐hormonal therapy for transgender individuals is needed in dental education programs to enhance students’ knowledge and faculty competence.
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