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Abstract
Purpose: Health care education requires students to connect classroom learning with patient care. The purpose of this study was to explore dental hygiene students' perceptions of teaching tools, activities and teaching methods useful in closing the gap between theory and practice as students transition from classroom learning into the clinical phase of their training.
Methods: This was an exploratory qualitative study design examining retrospective data from journal postings of a convenience sample of dental hygiene students (n=85). Open-ended questions related to patient care were given to junior and senior students to respond in a reflective journaling activity. A systematic approach was used to establish themes.
Results: Junior students predicted hands-on experiences (51%), critical thinking exercises (42%) and visual aids (27%) would be the most supportive in helping them connect theory to practice. Senior students identified critical thinking exercises (44%) and visual aids (44%) as the most beneficial in connecting classroom learning to patient care. Seniors also identified barriers preventing them from connecting theory to patient care. Barriers most often cited were not being able to see firsthand what is in the text (56%) and being unsure that what was seen during clinical practice was the same as what was taught (28%).
Conclusion: Students recognized the benefits of critical thinking and problem solving skills after having experienced patient care and were most concerned with performance abilities prior to patient care experiences. This information will be useful in developing curricula to enhance critical thinking and problem solving skills.
Footnotes
Denise M. Wilkinson, RDH, MS, is a practicing Dental Hygienist and Adjunct Faculty at Northern Essex Community College, Lawrence, Massachusetts. Dianne Smallidge, RDH, MDH, is an Associate Professor at Forsyth School of Dental Hygiene at MCPHS University, Boston, Massachusetts. Linda D. Boyd, RDH, RD, EdD, is Dean of Forsyth School of Dental Hygiene at MCPHS University, Boston, Massachusetts. Lori Giblin, RDH, MS, is an Assistant Professor at Forsyth School of Dental Hygiene at MCPHS University, Boston, Massachusetts.
This study supports the NDHRA priority area, Professional Education and Development: Validate and test measures that evaluate student critical thinking and decision-making skills.
- Copyright © 2015 The American Dental Hygienists’ Association
