Opportunities and Challenges of Mentoring and Developing Student Reading Comprehension, Writing, and Research Synthesis at the Undergraduate Level

Abstract

Dental hygiene (DH) education is grounded in evidence-based practice (EBP), requiring graduates to critically evaluate and apply scientific literature in clinical decision-making. However, widespread gaps in academic literacy, particularly in reading comprehension, writing, and research synthesis, pose significant challenges for undergraduate DH students transitioning from novice learners to competent practitioners. This short report examines the role of academic literacy as a foundational component of DH education and its alignment with the Commission on Dental Accreditation (CODA) standards. Drawing on evidence from nursing and allied health education, this paper highlights strategies to strengthen academic literacy through curriculum innovation, including writing-enriched curricula, scaffolding assignments, active learning, portfolio assessment, and the ethical integration of generative artificial intelligence. Additionally, the importance of faculty development, interprofessional collaboration, and librarian partnerships are emphasized to support both teaching efficacy and student success. By embedding academic literacy longitudinally across the curriculum, DH programs can better prepare undergraduates to engage in research, think critically, and deliver high-quality, person- centered care. Advancing academic literacy supports not only accreditation standards but also creates a foundation for the development of future leaders, educators, and researchers in the dental hygiene profession.