Integrating Dental and Dental Hygiene Students in an Oral Anatomy Course

Abstract

The purpose of this study was to assess dental hygiene (DH) students’ perceptions regarding their oral anatomy course that integrates DH students in the first quarter of the curriculum with entering undergraduate dental students. The oral anatomy course is given to both DH and dental students in their first quarter at the same point in time. The intent of combining the classes is to foster cooperation and collaboration as well as efficiently utilizing dental and DH faculty resources. Research indicates that 2 differences between entering pre-doctoral students and beginning DH students are maturity and complexity of thought processes. With this in mind, DH students are given supplemental recitation experiences, additional quizzes, and extra lab experiences, which results in a separate grade assignment. All students attend lectures and laboratories together. At the completion of the oral anatomy course, DH students (N=33) were given a 10-item survey, using a 4-point Likert scale and open-ended questions concerning their perceptions of the combined class. Ninety-seven percent either agreed (A) or strongly agreed (SA) that they liked the integration of students while 100 % either A or SA that the lecture material was aimed at both DH and dental students. One hundred percent either A or SA that the extra lab experiences including practice tooth ID exercises were helpful. Seventy-three percent either A or SA that the recitation sessions were helpful and 88% felt the difficulty level was appropriate for DH students. A student commented, “I loved having lecture with dental students.” “It makes us feel as one unit, but it is nice breaking up into a small group on Thursday mornings.” The DH students appear to like the integration with dental students in the oral anatomy course. Comments did reveal some DH students felt that the additional quizzes in recitation were more difficult than those given with the dental students. Students also indicated that the additional lab exercises and practice tooth ID’s were very helpful.