Effectiveness of online faculty calibration: A randomized crossover study

PURPOSE

Dental hygiene faculty members must be able to provide evidence of skill calibration for clinical evaluation of students. The purpose of this study was to evaluate the effectiveness of online instructional videos as compared to in-person sessions for faculty calibration.

METHODS

A randomised crossover pretest/posttest research design was used to evaluate online and in-person faculty calibration activities. Fifteen faculty members from a baccalaureate dental hygiene programme were randomly assigned to an AB or BA sequence for calibration sessions on two different instruments. Following a 2-week washout period, the groups switched activity modalities. A pretest, posttest and retention test, administered 10 weeks following the activity, were administered to determine learning levels and the new and retained knowledge. A 7-point Likert scale questionnaire evaluated the reaction to and impact of the calibration activities. Descriptive statistics analysed demographic and Likert scale data. Paired samples t-tests were used to analyse the research questions (p ≤ 0.05).

RESULTS

Online calibration activities yielded higher posttest scores than in-person activities (p = 0.01). Findings related to feelings of confidence revealed that a greater percentage of participants agreed that online calibration activities increased their ability to evaluate student performance. Findings related to feelings of preparedness supported equal percentages of participants who agreed the online and in-person activities increased their ability to teach dental hygiene instrumentation. There was no significant difference between in-person and online retention test scores (p = 0.235).

CONCLUSION

Faculty members agreed that both online and in-person calibration activities were an effective use of their time and contributed to greater feelings of confidence and preparedness. However, the online calibration activities seemed to be more effective at increasing calibration on instrumentation. More research is needed to determine additional effective strategies for the online calibration of clinical faculty.

The experiences of dental hygienists providing restorative patient care

OBJECTIVE

The intent of this inquiry was to explore the lived experiences of dental hygienists who provide restorative patient care.

METHODS

Phenomenology was the qualitative approach used. Purposive sampling ensured participants had relevant experiences. An interview guide was emailed 1 week prior to the interview to help participants prepare responses. Informed consent included selecting a pseudonym, which was used throughout the interview and on the written transcript to protect the participants' identities. One-hour semi-structured interviews were conducted and recorded on Zoom. Data collection and analysis occurred simultaneously. Verbatim transcription accuracy was verified. Data were initially coded and then focused coding created themes. Demographic data were analysed using descriptive statistics.

RESULTS

After eight interviews, data saturation was achieved. Seven females and one male participated. All participants experienced a restorative curriculum in their entry-level program and most felt well-prepared. The motivation for becoming a restorative dental hygienist included having positive restorative experiences during the entry-level program, wanting to keep restorative skills current after graduation, and having an opportunity to provide restorative care. Challenges experienced included the dentists' negative attitudes, hygienists' not valuing restorative abilities and not having a qualified dental assistant. Personal benefits were related to career fulfilment. Benefits to patients involved improving access, efficiency, and convenience. The benefit to the office was increased production. Differences between restorative and preventive care involved demands of care and patient care flow.

CONCLUSION

The findings provide insight into the unique experiences of dental hygienists who provided restorative patient care and a foundation for future research.