Literature Review as a Graded Assignment

Abstract

Purpose Evidence-based practice (EBP) is increasingly emphasized across various health care professions, including dental hygiene. The purpose of this study was to evaluate dental hygiene (DH) student attitudes toward utilizing research and EBP through the introduction of a literature review assignment as part of the education program.

Methods A descriptive study was conducted to explore third year dental hygiene students’ (n=48) perceptions of a research-based literature review assignment as part of an oral biology course. The assignment included a multiple choice and a reflective question examining students’ perceptions of the activity. Descriptive statistics and manifest content analysis were used to analyze the data.

Results A majority (96.0%, n=46) of the class responded to the reflective question survey. Three fourths of the participants (74.0%, n=34) stated that the literature review assignment helped them integrate and expand what they learned in the classroom. Content analysis generated 22 codes that were compiled into eight subcategories and then condensed into four categories. The participants perceived four main impacts of the literature review assignment on their learning experiences: bridging theory and practice, improved and engaged learning experiences, personal and professional development, and positive attitude towards research.

Conclusion Although the study findings are based on one cohort of DH students, they demonstrated the emergence of a positive attitude among students towards research because of completing the literature review assignment. Future research should aim to explore the perceptions and attitudes of faculty members and diverse student populations towards research-based assignments embedded in the DH curriculum.