Integrating case‐based instruction into dental hygiene curricula

Dm, Bowen

doi:10.1002/j.0022-0337.1998.62.3.tb03192.x

Cited by 6 publications

(4 citation statements)

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“…To perform dental hygiene care, dental hygienists should be able to interact with the client in the process of oral health education and provide effective methods to promote the knowledge and behavioral change of the client as well as excellent clinical skills and knowledge [38]. A dental hygienist should involve the client as a co-therapist during dental hygiene care [2], collect accurate data through therapeutic communication, and then establish a treatment plan. The dental hygienist should be able to apply the optimal dental hygiene intervention through consultation and adjustment with the client [37].…”

Section: Discussionmentioning

confidence: 99%

“…According to the International Federation of Dental Hygienists (IFDH), a dental hygienist is a primary oral healthcare professional who provides general and oral healthcare throughout a patient's life [1]. Worldwide, dental hygienists have served as clinicians, administrators, communicators, collaborators, critical thinkers, advocates, and coordinators who provide patient-centered and prevention-centered comprehensive oral care to promote personal and social health and achieve health equity [2,3]. The role of these dental hygienists was further emphasized in the World Health Organization's (WHO) "Draft Global Strategy on Oral Health" announced in 2021 [4].…”

Section: Introductionmentioning

confidence: 99%

“…Dental hygienists aim to solve the oral health problems of clients and local residents based on a standard of practice called the dental hygiene process of care to promote oral health, prevent oral diseases, and provide oral care to satisfy unmet human needs [2,3]. The American [5] and Canadian [6] Dental Hygienists Associations define the dental hygiene process of care as follows: "To provide a framework where the individualized needs of the patient can be met; and to identify the causative or influencing factors of a condition that can be reduced, eliminated, or prevented by the dental hygienist".…”

Section: Introductionmentioning

confidence: 99%

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Definition and Classification of Dental Hygiene Interventions Based on the Dental Hygiene Process of Care: A Delphi Study

Kwak,

Bae,

Shin

et al. 2023

IJERPH

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This study aimed to conceptualize the dental hygiene intervention performed by dental hygienists based on the dental hygiene process of care. The dental hygiene intervention classification was conducted on the qualitative content analysis method. The contents of the primary dental hygiene intervention classification were refined after review by three internal experts. The final classification of dental hygiene interventions was derived through an expert Delphi survey conducted twice with 15 professors in charge of clinical dental hygiene. In the Delphi survey, the content validity and clarity were evaluated. As a result of the first and second expert Delphi surveys, the content validity ratio for all dental hygiene interventions and definitions was ≥0.60, and the content validity index was ≥0.80. The degree of agreement was a minimum of 0.80 and a maximum of 1.00. Thirty-eight dental hygiene interventions were conceptualized, and the essence of the dental hygienist was confirmed. Dental hygienists are oral health experts who help in preventing oral diseases and promoting oral health by providing evidence-based comprehensive preventive management through interaction with their clients, and they are a primary care worker who could contribute to health promotion. In the future, dental hygienists are expected to be actively involved in the primary care system and dental clinical sites and contribute to health promotion through practical discussions for this purpose.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Definition and Classification of Dental Hygiene Interventions Based on the Dental Hygiene Process of Care: A Delphi Study

Kwak,

Bae,

Shin

et al. 2023

IJERPH

View full text Add to dashboard Cite

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“…[6][7][8] Contribution to the CBL approach includes writing authentic clinical scenarios that introduce students to a patient with a clinical crisis, this reinforces the notion of CBL/SCL and enhances clinical praxis. 1,2,9 Further information is provided such as: medical literature (supportive and controversial), vital signs, clinical manifestions and laboratory results.…”

Section: Introductionmentioning

confidence: 99%

Using Creative and Contemporary Teaching Strategies to Promote Emancipation, Empowerment and Achievement in Undergraduate Paramedic Students – a Personal Reflection

Williams

2006

Australasian Journal of Paramedicine

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Can wikis be used to support case-based learning in paramedic education?

Williams

Bearman

2011

Journal of Paramedic Practice

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Higher education has seen a rapid increase in the use of Web 2.0 applications, such as wikis, blogs, podcasts and vodcasts. While their use and integration has been investigated by other cognate and non-cognate disciplines, this has yet to be formally undertaken by the paramedic discipline. Therefore, this article describes a pilot study that examines the student use of wikis to support case-based learning (CBL) within a Bachelor of Emergency Health (BEH) degree at Monash University. The aim of this study is to report student attitudes on group work using wikis during weekly CBL activities. Methods: a cross-sectional study using a convenience sample of second year undergraduate students enrolled in the BEH degree were surveyed using a short paper-based self-reporting questionnaire focused on attitudes towards wikis. Included with the questionnaire was a brief set of demographic questions. Results: overall, participants reported positive attitudes and perceptions towards the use of wikis and peer-based learning during the weekly clinical cases. For example, item 1: ‘I found the group wiki useful in completing the team task’ reported a median score of 3 (IQR 2-3), while item 3: ‘using wiki encouraged better participation of each group member in the case’ reported a median score of 2 (IQR 2-3). Despite the positive results, there were areas that require further attention such as social loafing, and development of a more flexible learning management system. Conclusion: although findings from this study are preliminary, it appears that wikis are a useful addition to CBL in paramedic clinical units. Further research is warranted using a larger sample size, and integrated and compared across both clinical and non-clinical units. Closer examination of discrete pedagogical issues such as peer- and self-based learning is also necessary, particularly with the increasing use of educational technology being used throughout higher education.

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Integrating case‐based instruction into dental hygiene curricula

Cited by 6 publications

References 0 publications

Definition and Classification of Dental Hygiene Interventions Based on the Dental Hygiene Process of Care: A Delphi Study

Definition and Classification of Dental Hygiene Interventions Based on the Dental Hygiene Process of Care: A Delphi Study

Using Creative and Contemporary Teaching Strategies to Promote Emancipation, Empowerment and Achievement in Undergraduate Paramedic Students – a Personal Reflection

Can wikis be used to support case-based learning in paramedic education?

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