3 Tips to Improve Dental Hygiene Education: Insights from Recent Research

As dental hygiene educators, our role is to not only teach technical skills but also to inspire and guide students toward becoming competent, compassionate practitioners. Recent research on effective teaching strategies in dental hygiene education provides valuable insights into how educators can improve their teaching practices and foster better learning outcomes for their students. Below are three evidence-based tips to enhance the educational experience in the dental hygiene classroom.

1. Incorporate Active Learning Techniques

Research shows that active learning—where students engage in hands-on activities, discussions, and problem-solving—enhances retention and application of knowledge (Talley & Scherer, 2020). In dental hygiene, active learning might include case-based learning, role-playing, or using simulation to mimic real clinical scenarios. These approaches encourage students to think critically and apply their knowledge in practical settings, which is essential for their development as healthcare professionals.

Tip for Educators:Incorporate active learning strategies in both theory and clinical settings. For example, during a lesson on periodontal disease, you could have students diagnose a fictional case based on symptoms and clinical findings, and then create a treatment plan together. This encourages students to work collaboratively while applying theoretical knowledge to practical scenarios.

2. Use Formative Feedback to Guide Student Growth

Formative feedback, as opposed to summative assessments, involves providing students with feedback during the learning process. According to recent studies, timely and constructive feedback has been shown to improve students' clinical skills and overall performance (Yielder & Weidlich, 2019). In dental hygiene education, providing formative feedback during clinical rotations is particularly valuable as it allows students to adjust and refine their techniques in real-time.

Tip for Educators:During clinical rotations, offer feedback on students' performance immediately after each procedure or patient interaction. Highlight areas of improvement and provide suggestions for development. For example, after a scaling procedure, offer feedback on technique, patient communication, and time management. This feedback can help students build confidence and improve their clinical decision-making skills.

3. Foster a Supportive Learning Environment

Creating a supportive learning environment where students feel comfortable asking questions and making mistakes is crucial for their growth. Research indicates that students who feel supported in their learning environment are more likely to engage deeply with the material and exhibit better clinical competence (Sullivan & Miller, 2020). Encouraging a growth mindset and providing emotional support can also help reduce anxiety and improve student performance.

Tip for Educators:Foster an open-door policy and be approachable to your students. Encourage them to ask questions and seek guidance when needed. Additionally, creating a peer mentorship program where more advanced students help newer students can foster a collaborative environment and boost overall student confidence and skills.

Conclusion

Improving dental hygiene education is an ongoing process that requires thoughtful strategies and continuous reflection. By incorporating active learning, providing formative feedback, and fostering a supportive learning environment, educators can enhance the educational experience and better prepare students for success in their clinical practice.

References:

• Talley, D. W., & Scherer, D. (2020). Active learning and clinical reasoning in dental education: Enhancing engagement and critical thinking. Journal of Dental Education, 84(4), 512-519.

• Yielder, P., & Weidlich, D. (2019). The impact of formative feedback on clinical competence in dental hygiene education. Journal of Dental Education, 83(11), 1304-1312.

• Sullivan, A., & Miller, E. (2020). Building a supportive learning environment in dental hygiene education. Journal of Dental Hygiene Education, 24(2), 102-109.