Abstract
Purpose: This study investigated the calibration efforts of entry-level dental hygiene programs in the U.S. Four aspects were explored, including attitudes, characteristics, quality and satisfaction, to evaluate current calibration practices.
Methods: A descriptive comparative survey design was used. Directors of accredited dental hygiene programs (n=345) were asked to forward an electronic survey invitation to clinical faculty. Eighty-five directors forwarded the survey to 847 faculty; 45.3% (n=384) participated. The 37-item survey contained multiple-choice and Likert scale questions and was available for 3 weeks. Descriptive statistics were used to analyze demographic data and research questions. The Kruskal-Wallis, Spearman Correlation Coefficient and Mann-Whitney U tests were employed to analyze hypotheses (p=0.05).
Results: The demographic profile for participants revealed that most worked for institutions awarding associate entry-level degrees, had 1 to 10 years' experience, taught clinically and didactically, and held a master's degree. Clinical instructors valued calibration, believed it reduced variation and wanted more calibration. Some were not offered quality calibration. There was a difference between the entry-level degree awarded and the program's evaluation of clinical skill faculty reliability, as analyzed using the Kruskal-Wallis test (p=0.008). Additionally, full-time versus part-time educators reported more observed student frustration with faculty variance, as evaluated using the Mann-Whitney U test (p=0.001, bfp=0.004).
Conclusion: Faculty members value calibration's potential benefits and want enhanced calibration efforts. Calibration efforts need to be improved to include standards for measuring intra- and inter-rater reliability and plans for resolving inconsistencies. More research is needed to determine effective calibration methods and their impact on student learning.
Footnotes
Nichole L. Dicke, RDH, MDSH, Department of Dental Education, Indiana University-Purdue University Fort Wayne. Kathleen O. Hodges, RDH, MS, Professor Emerita, Department of Dental Hygiene, Office of Medical and Oral Health; Ellen J. Rogo, RDH, PhD, Associate Professor, Department of Dental Hygiene, Office of Medical and Oral Health; Beverly J. Hewett, RN, PhD, Clinical Assistant Professor, School of Nursing. All from Idaho State University.
This study supports the NDHRA priority area, Professional Education and Development: Investigate the extent to which new research findings are incorporated into the dental hygiene curriculum.
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