치위생학 임상실습교육 현황 분석

원복연 ( Bok-yeon Won ),장계원 ( Gye-won Jang ),황미영 ( Mi-yeong Hwang ),장종화 ( Jong-hwa Jang ) 한국치위생학회(구 한국치위생교육학회) 2016 한국치위생학회지 Vol.16 No.6

Objectives: The purpose of the study was to review the current status of clinical practice and training in dental hygiene in hospitals and clinics for the students. Methods: A self-reported questionnaire was completed by 80 dental hospitals and clinics from August 8 to September 12, 2016. Except incomplete answers, 211 copies were retrieved and analyzed. The questionnaire consisted of general characteristics of the subjects (6 items), present condition of clinical education (7 items), support policy and facilities (8 items), teaching personnel (6 items), improvement direction (3 items), and general considerations (3 items). Results: The annual practice time for students was 8.4 weeks. The average number of students per each practice institution was 5.95. The evaluation of the clinical practice period was rated as `average` by 55.3% of the respondents, while 65.4% preferred the current duration of the practice. Meanwhile, 33.0% of the respondents wanted to increase the practice period. In clinical training education support, 62.3% of the hospitals had a person in charge, 79.2% of the hospitals and clinics had a operative procedure, appointed staff and a department for student practice. But 86.5% of the hospitals did not have standards for the budget for practice and instruction fee. In the personnel for clinical training, 52.6% said they were dental hygienists. In 87.1%, the practice instruction conducted by professors was done through communication with the hospital or clinic, while the man-to-man practice instruction was 8.6%. Conclusions: It is necessary to improve the process and operation method of dental hygiene clinical training. In order to make clinical training meet education goals, a standardized set of criteria is needed to support training education and guidelines for instructors and students.

치과위생사 역량에 따른 교육과정 현황 분석: G 대학 치위생학과 교육과정을 중심으로

배수명 ( Soo Myoung Bae ),신선정 ( Sun Jung Shin ),장종화 ( Jong Hwa Jang ),정원균 ( Won Gyun Chung ),신보미 ( Bo Mi Shin ) 한국치위생학회(구 한국치위생교육학회) 2016 한국치위생학회지 Vol.16 No.2

Objectives: The purpose of the study is to investigate and analyzed the current status of a dental hygiene curriculum according to the dental hygienist competency. Methods: The study subjects were 59 courses in the department of dental hygiene in G University from April 1 to May 30, 2015. Except for liberal arts, 51 courses were finally selected and analyzed for the relationship between the curriculum and competency. For each course, systematic reviews were made by subject name, core competency, achievement goals, lecture hours, weekly themes, and learning goals. Three experts in the dental hygiene evaluated and analyzed the association of competency and goals. Results: Each course was operated by the goal from one to twenty two competencies of dental hygiene. Achieving one item of competency in a course required 13 hours on the average from minimum 2 hours to maximum 30 hours. More than 20 courses were operated and more than 900 hours were necessary for achieving the competency. The competency included the contents of ‘Be able to utilize basic medical and dental knowledge in dental hygiene care and patient care’ among the dental hygiene competencies. Conclusions: Competency based dental hygiene education will provide theoretical background for defining the identity of dental hygienist as a health care worker and to encourage professionals who contribute to the recognition of healthy society. Further research should be continued for improving the competency.based dental hygiene curriculum and education methods for implementing the curriculum within the paradigm of health care services.

한국 치위생학 교육 평가인증제도의 필요성

김지연 ( Ji Youn Kim ),김영숙 ( Young Sook Kim ),정순희 ( Soon Hee Jung ),신제원 ( Je Won Shin ) 한국치위생학회(구 한국치위생교육학회) 2014 한국치위생학회지 Vol.14 No.6

The increasing cross-border mobility of dental school or dental hygiene students, educators, practitioners, programs and providers takes challenges for existing national quality assurance and accreditation frameworks and bodies, as well as for the systems for recognizing foreign qualifications. The new dental hygiene accreditation system was introduced to encourage the improvement of dental hygiene programs, to ensure the quality of education and, most of all, to establish an internationally compatible system of evaluation and accreditation. The accreditation procedure takes 1 year to complete. The result of the accreditation is released after evaluation via self-study report, site visit, preliminary draft report, responses from the institution and the results from the conciliation and review committees. The result from the accreditation procedure is either ‘accreditation’ or ‘no accreditation’. Accredited schools receive one of several statuses following the evaluation. These are next general review, interim report and interim visit or suspension. Dental healthcare quality is not improved instantaneously, but instead gradually through continuous communication within the dental field. For this accreditation system to be successful, the following are essential: the accreditation agency should adopt hygiene education accreditation; it needs to become financially independent and managed efficiently; the autonomy and regulations surrounding the system need to be balanced; the professionalism of the system is ensured; and the dental field which includes not only dental program, but also hygiene program, needs to play an active role in the operation of the system.

유아교육기관 교사들의 구강보건교육 실태에 관한 연구

박정순 ( Chung Soon Park ),박지영 ( Ji Young Park ),이선옥 ( Seon Ok Lee ) 한국치위생학회(구 한국치위생교육학회) 2013 한국치위생학회지 Vol.13 No.6

Objectives: The purpose of this study is to improve the oral health knowledge in children education institute teacher. Methods: Data were selected by convenience sampling method. A self-administered questionnaire was filled out by the children education institute teachers. Frequency analysis and χ2 test were used to analyze the actual condition of oral health education and utilizing media contents. Pearson`s correlation coefficient was used. Results: 1. The teachers received the oral health education (94.3%) twice to five times. 2. There was a difference between position and career of teacher in implementing oral health education. 3. Most of the oral health education were done by the dentists. Tooth brushing method was the most common education contents. Skill demonstration was the most common teaching method. 4. There was a positive correlation between experience and implementation of oral health education. 5. Use of education media accounted for 74.1% in oral health education. The number of media was more than two to five. 6. Self-devised media contents were the most commonly used in oral health education. Visual materials, dentiform and tooth brush were the most common contents in oral health education. Conclusions: It is necessary to develop the systematic and repetitive oral health education curriculum for the children education institute teachers. The dissemination of media for oral care is needed for oral health care knowledge acquisition.

미국치의학교육협의회(ADEA) 치과위생사 표준역량과 미국 치위생(학)과의 역량 비교분석

최다솜 ( Da Som Choi ),김숙향 ( Sook Hyang Kim ),김진수 ( Jin Soo Kim ) 한국치위생학회(구 한국치위생교육학회) 2015 한국치위생학회지 Vol.15 No.3

Objectives: In this comparative analytic study the standard competency of American Dental Hygienists proposed by the America Dental Education Association was examined and compared with the competency of American school of entry-level to identify the competence required by domestic dental hygienists. Methods: Based on the standard competency presented by the America Dental Education Association the 109 schools which provide respective dental hygiene competency among 336 universities and colleges belonging to the entry-level were compared with each other, and the collected data were processed by SPSS 21.0. Results: The descriptive statistics upon overall competence were prepared and the results of survey revealed the highest average score of 7.53 for the Core competency. It was identified that there were statistically significant difference between two groups of the above(the top 25%) and below the average level(the 25% from the bottom) in all the competency. The competency of participation in local community and patients’ care were appeared as significant variables affecting the core competency of dental hygienists with the 76.4% of explanatory power, and the model reveals the statistically significant results(p<0.001). Conclusions: Based on these results it was identified that the ethical, communication skill, self-development efforts, and capability of critical thinking and judgment were necessary competency for the dental hygienists. Further efforts to integrate and standardize the competency of domestic dental hygienists are thus needed and based on these integrated and standardized competencies the integrated curricula to cultivate domestic dental hygienists should be developed.

치위생(학)과의 치과의료커뮤니케이션 교육 현황 분석

김경미 ( Kyung-mi Kim ),김선일 ( Sun-il Kim ),최진선 ( Jin-sun Choi ),남궁은정 ( Eun-jung Nam Kyung ),최용금 ( Yong-keum Choi ),박덕영 ( Deok-young Park ) 한국치위생학회(구 한국치위생교육학회) 2017 한국치위생학회지 Vol.17 No.1

Objectives: The purpose of this study was to investigate the current status and contents of communication courses in dental hygiene programs in South Korea. Methods: Survey on dental communication training courses was done, and 51 schools (62.2%) responded among a total of 82 dental hygiene schools in Korea. The questionnaire was sent via e-mail and additional telephone calls were used to facilitate response. Statistical analysis and frequency analysis were done through SPSS 23.0 for windows program (copyright(c) SPSS Inc., USA). Results: The current establishment rates of dental communication courses in 3-year or 4-year dental hygiene programs were 96.9% and 84.2%, respectively. Such courses were identified as graduation requirement courses in 38.7% of the 3-year hygiene programs and 62.5% of the 4-year dental hygiene programs. When practical training sessions are included within such courses, 70% of such courses included `discussion and presentation` and `audio-visual aids` as a part of their contents, while 48.3% of them were utilizing `role-playing`. Conclusions: As dental communication is one of the most important core competencies of dental hygienists, it should be included as a required course for graduation, and practical training such as `role-playing` should be implemented in order to enhance communication skills in students.

임상치과 영역 교과목 분석을 통한 통합교육과정에 대한 고찰 : 한국, 일본 일부 치위생학과 사례를 중심으로

신보미 ( Bo-mi Shin ),배수명 ( Soo-myoung Bae ),신선정 ( Sun-jung Shin ) 한국치위생학회(구 한국치위생교육학회) 2019 한국치위생학회지 Vol.19 No.3

The purpose of this study is to analyze the clinical dentistry curriculum in Korea and Japan in order to review the application of integrated curriculum in the field. We collected the clinical dentistry syllabi for 2015-16 of the department of dental hygiene of Korea G University and Japan N University. Using the data from Korea, items that were duplicated and integrated were classified by the subjects covered in clinical dentistry. In addition, through case studies conducted in Korea and Japan, we analyzed and compared the credits, class hours, teaching methods, and evaluation methods, by subject. In Korea the total class hours in clinical dentistry, including clinical practice, was 1,095, and in Japan it was 1,104. In Korea, the syllabus covered by each department consisted of about 200 hours centering on theoretical lectures. In Japan, the integrated form of clinical dentistry was taught, and the instructions included all the contents of clinical dental study and also problem-based learning for approximately 100 hours. To strengthen the competence of dental hygienists as professionals, who are actively involved in dental practice, it is necessary to integrate the education contents of segmented clinical dentistry from the perspective of dental hygiene. It is also important to apply teaching methods that can help students improve their ability to solve problems.

한국 치위생(학)과 표준교육과정안 개발

원복연 ( Bok Yeon Won ),장계원 ( Gye Won Jang ),황미영 ( Mi Yeong Hwang ),김설악 ( Seol Ak Kim ),장종화 ( Jong Hwa Jang ) 한국치위생학회(구 한국치위생교육학회) 2013 한국치위생학회지 Vol.13 No.1

Objectives: In order to make a proposal of a Korean standard dental hygiene curriculum, the job description of the National Health Personnel Licensing Examination Board was analyzed to prepare a job analysis matrix of dental hygienist to select required core competency. Methods: Data were analyzed to test the job validity of dental hygienist and categorize the duties of dental hygienist. A proposal of a standard dental hygiene curriculum was mapped out by making a comparative analysis of the courses necessary for American authorization of dental hygiene curriculum, existing proposals of Korean standard dental hygiene curriculum and the courses of the departments of dental hygiene offered by domestic three-year colleges and four-year universities. Results: Basic medicine courses were reinforced or newly offered to provide an opportunity for students to transfer to a domestic four-year university or to a foreign university. In the field of clinical dental hygiene and practice, preventive dentistry, prophylaxis and practice were integrated, and the names of the related courses were unified to give a chance for students to engage in comprehensive dental hygiene practice. There were different courses for dental clinical science at present. In this proposal, students should earn 125 credits in total. Conclusions: Standard dental hygiene curriculum proposal was required by three-year and four-year colleges across the nation. To make it happen, the original names of dental hygiene courses should be used, and the dental hygiene certification and evaluation institute that is under the umbrella of the Korean Dental Hygienists Association should lay out the standard of the KSDHEP to facilitate the utilization of the standard dental hygiene curriculum proposal.

치위생과정 기반의 임상치위생 증례보고서 분석

이수영 ( Su Young Lee ),최하나 ( Ha Na Choi ) 한국치위생학회(구 한국치위생교육학회) 2011 한국치위생학회지 Vol.11 No.5

Objectives: The purpose of this study was to analyse case reports performed through a dental hygiene process and provide basic data on clinical education of dental hygiene. Methods: 154 case reports which collected for six years were analysed. This study applied dental hygiene process model in dental hygiene diagnosis. Dental hygiene diagnosis was more cleared by dental a hygiene process model. Data analysis was performed by the Frequency statistics using SPSS 12.0 for Windows. Results: 1. The clients are mainly comprised 20`s university student(91.9%). 2. In assessment phase, clients finished 100% test of subjective data. 3. When applied a dental hygiene process model in dental hygiene diagnosis, students have identified 23 type of dental hygiene problem and analysed dental hygiene problem frequently used as bleeding of gingiva, calculus and deposit of dental plaque. 4. In case of plan of dental hygiene intervention, Fluoride application showed the most high level(98.1%) in clinical intervention. 5. Results of intervention showed that performance rate(98.7%) of scaling is the most high level. Conclusions: Dental hygiene process model is more useful than other diagnostic models in clinical practice based on dental hygiene process. (J Korean Soc Dent Hygiene 2011;11(5):749-758)

미취학 아동의 칫솔질 교육에 따른 치아우식원인균 감소와 구강위생상태 변화

송지나 ( Ji-na Song ),조명숙 ( Myung-sook Cho ),이민경 ( Min-kyung Lee ),유수빈 ( Su-bin Yu ),김선일 ( Sun Il Kim ),김혜진 ( Hye-jin Kim ) 한국치위생학회(구 한국치위생교육학회) 2018 한국치위생학회지 Vol.18 No.5

Objectives: This study was conducted to reveal the biological basis of dental plaque and preschool children’s dental health status through repetitive and continuous toothbrushing instruction to preschool children, using quantitative criteria, and to emphasize the importance of the role of an oral health manager for the prevention of dental caries. Methods: After IRB approval, toothbrushing instruction and oral microbial specimen collection were conducted with children of preschool age at the Daycare Center attached to D. University, Busan. Specimens from 27 children were characterized by analysis with real-time multi-chain enzymatic polymerization reaction technique at an agency specializing in genetic analysis. Results: In a survey of the children’s dental health behaviors, 48.1% responded that the toothbrushing time is 91 to 150 seconds; 66.7% responded that the frequency of toothbrushing is more than three times per day; 81.5% stated that they performed tongue brushing; and 81.5% brushed their teeth. Regarding levels of dental cariogenic bacteria, after children received continuous toothbrushing instruction, there were reductions in both Streptococcus mutans and Streptococcus sobrinus. Regarding toothbrushing time, the time increased in relation to the presence of instruction. Regarding Quigley Hein Index, the index decreased in the early and middle periods upon addition of instruction, then increased in the middle and later periods. Conclusions: Through persistent and repetitive toothbrushing instruction, healthy behavior can be positively established in children of preschool age; it is necessary to prepare institutional measures so opportunities for dental health education can be consistently provided and maintained. In the future, it will be necessary to conduct a follow-up study to verify the factors affecting toothbrushing time and volume of oral pathogens.