Dental Hygiene Students' Perceptions of an Academic Service Learning Course on Special Needs Patients

Abstract

Academic Service Learning (ASL) is a teaching method used to cultivate a connection between course work and real life experiences. It allows students to contribute to their community while meeting explicit learning objectives. In response to the new American Dental Association (ADA) accreditation standard for dental hygiene programs to better prepare professionals to care for people with special health care needs, the didactic portion of a special needs course was revised to include ASL. The purpose of this project was to examine dental hygiene students' perceptions of an ASL course on special needs patients. A retrospective pre-test post-test open response questionnaire, given to a convenience sample of 23 (n=23) female students, was used to determine what students hoped to gain, what they liked best, and what they liked least about the experience. Using the Constant Comparative Method, responses were categorized into recurring themes. Results indicated that students hoped to gain knowledge, understanding, and experience with patients with special needs. After the experience, students generally reported that their expectations were met. Students reported they liked working with people best. Almost half of the students reported a change between their initial thought and what they liked best at the conclusion of the course. Students initially reported the ASL course would be time consuming and felt uncomfortable around patients with special needs. At the conclusion of the course, their main concern was organization at the ASL sites. Most students reported a different concern at the end than they initially reported. The varied list indicated that students were able to observe multiple influences on ASL. In conclusion, course goals were achieved as students reported gaining knowledge and experience in working with patients with special needs.