Analysis of Dental Hygiene Curriculum in Korea and the United States

Department of Dental Hygiene, Honam University, Gwangju Metropolitan City, Korea

*Corresponding Author: Na Hee-Ja, Department of Dental Hygiene, Honam University, Gwangju Metropolitan City, Korea, Phone: 821026388820, E-mail: [email protected]

Received Date: September 27, 2024

Published Date: October 30, 2024

Citation: Hee-Ja NA. (2024). Analysis of Dental Hygiene Curriculum in Korea and the United States. Mathews J Dentistry. 8(3):53.

Copyrights: Hee-Ja NA. © (2024).

ABSTRACT

Objectives: This study aims to develop dental hygienist education and basic studies by deriving influential subjects through comparative analysis of dental hygiene curriculum in Korea and the United States. Methods: This study was conducted from March to May 2024 to derive influential topics by comparing and analyzing the curriculum of dental hygienists in the United States and Korea. The research method used the curriculum and existing data posted on the websites of universities in the United States and Korea. The contents of the dental hygienist curriculum were analyzed through the website of the U.S. university, and the contents of the dental hygienist curriculum were analyzed through the domestic university website. The basic fields of dental hygienist education in the United States and Korea were compared, and other subjects were opened focusing on the contents of the three-year and four-year curriculum. The literature review was conducted on 13 universities in the United States and 47 universities in the four-year system, and the curriculum of 59 universities and 25 universities in the three-year and 25 universities in 84 universities in Korea was investigated. In addition, among the basic subjects, the most opened universities were investigated, and the universities including similar names of basic subjects opened in Korea were investigated. Results: Dental hygienists say that Korean dental hygienists supervise oral health education, preventive dental treatment, medical cooperation, and management support and contribute to the improvement of oral health, but clinical dental hygiene is not standardized, so each school is composed of different subjects and educational goals. The dental hygiene department curriculum is conducted around gaining practical experience in the dental clinical field, and students conduct technical training on actual patients. Health center practice is also underway. The dental hygiene department curriculum is an important process to acquire the necessary competencies and expertise as a dental hygienist. Conclusions: The U.S. dental hygiene curriculum included more subjects representing a successful career in dental hygiene. To improve Korean students' clinical practice skills, the evaluation method and evaluation items need to be improved in the clinical dentistry curriculum in Korea

Keywords: Dental Hygienists, Investigation and Analysis, University, Oral Health Education, Oral Pathology, Dental Hygienist, Dental Hygiene Curriculum, Integrated Curriculum.

INTRODUCTION

The Korean Dental Hygiene Curriculum has been continuously developed along with the reorganization of the interdisciplinary system in the Department of Dental Hygiene (Dental Hygiene). From the opening of a professional bachelor's course in 1977, the extension of the education period from two years to three years in 1994, and the opening of a four-year bachelor's degree course in 2002, to today's master's and doctoral courses, the dental hygiene curriculum has developed from the role of dental hygienists based on problem-solving ability in fragmentary knowledge and technical education centered on dental medicine [1-3]. As the education period was extended, the number of subjects increased, which led to the expansion of the work of dental hygienists and changes in national tests, and curriculum research was conducted in response to this [4,5]. In particular, with the opening of the bachelor's degree course, curriculum research was conducted centering on foreign cases such as the United States and Canada, where the dental hygiene academic system was already established [6,7], and various theories for the development of the dental hygiene curriculum were applied and implemented as research for standardization of the curriculum and the dental hygiene academic system suitable for the situation in Korea [8,9] were conducted. As a result, as the education of the dental hygiene work process is carried out, the area is expanding from simple work to comprehensive work [10]. The curriculum should be reflected in the changes of the times and society, and Kohn [11] suggested the influence of the community on the decision of the curriculum [12]. The Korean government is demanding the National Qualifications Framework (NQF) and the National Competency Standards (NCS) as the curriculum policy of junior colleges. The NQF aims to implement a competency-based society in the labor market by reorganizing and interconnecting school education, vocational training, lifelong learning system, and qualification system based on the NCS (National Competency Standards) to link education and employment. NCS represents the job competence required for a company to perform, and systematically analyzes and presents the job demand of industrial sites to link work, education, training, and qualifications and standardize job competency required for all jobs at the national level [13,14].

The Korean Dental Hygiene Curriculum is a curriculum for acquiring knowledge and skills necessary as a dental hygienist. This curriculum aims to prepare dental hygienists to play an important role in dental treatment. The Korean Dental Hygiene Curriculum is provided by universities or junior colleges and generally lasts for three or four years. The curriculum consists of theoretical classes and practices and is designed to help students acquire the skills and knowledge necessary for dental treatment. The theory class deals with a variety of dental-related topics such as dental hygiene, oral anatomy, oral physiology, oral microbiology, prevention dentistry, oral health education, dental materials, and dental radiography. In addition, students learn laws, ethics, and communication skills necessary as a dental hygienist. The practice focuses on gaining direct experience in the field of dental treatment. Students treat patients at dental hospitals and practice the skills and procedures necessary as dental hygienists. Students practice under the supervision of an instructor in an actual dental environment, and practice dental prevention treatment, dental scaling, dental radiography, and oral health education.

Through this, students can improve their understanding and practical skills in the actual dental treatment environment. The Korean Dental Hygiene Curriculum is an important course to acquire the necessary competencies and expertise as a dental hygienist. Through this curriculum, students can contribute to improving patients' oral health by acquiring a deep understanding and skills in dental treatment. This curriculum helps build a career as a dental hygienist and provides employment opportunities in various fields such as dental hospitals, dental clinics, health centers, schools, and research institutes. In addition, dental hygienists can contribute to the improvement of oral health in the community by participating in oral health education and preventive activities. The Korean Dental Hygiene Curriculum is an essential course to acquire expertise and competence as a dental hygienist, and students can acquire knowledge and skills in dental treatment and contribute to improving the oral health of patients [15].

Since its establishment in 1923, the American Dental Hygienists' Association (ADHA) has supported more than 140,000 dental hygienists. The main goal of ADHA is to promote cooperation and communication between dental hygienists and patients. Through this, it is contributing to maintaining oral health and improving the full-body health of the people. Dental hygienists work in a variety of fields and perform a variety of tasks, including education, clinical, research, administration, and treatment. In the United States, the dental hygienist education system consists of junior college, undergraduate, and graduate programs. As of 2002, there are about 250 dental hygienists' education programs in the United States, of which 70 percent are vocational college programs and the remaining 30 percent are undergraduate programs. Undergraduate programs are available in two forms, one is to obtain a bachelor's degree (BS) in dental hygienists, and the other is to obtain a science (AS) degree in dental hygienists. Through these educational programs, dental hygienists acquire specialized knowledge and skills and contribute to maintaining the oral health of patients [16].

The Dental Hygiene Curriculum is a curriculum for acquiring the necessary skills and knowledge as a dental hygienist. In this curriculum, students learn a variety of topics and skills to build a successful career in dental hygiene. American Dental Hygiene Curriculum is offered at a university or junior college and typically includes a two-year, three-year, or four-year degree program. A two-year, three-year program can acquire a quasi-bachelor's degree, and a four-year program can acquire a bachelor's degree. The curriculum consists of theoretical classes and clinical practice, and students can gain hands-on experience to improve their practical skills in the field of dental hygiene.

The purpose of this research committee is to compare and analyze the dental hygiene curriculum in Korea and the United States, derive courses that have clinical impact, and use them as data for developing dental hygienists and basic studies in the future. In other words, we would like to provide basic data that can be used to improve the comprehensive dental hygiene process in Korea by incorporating the U.S. clinical dental hygiene curriculum, which is a highly influential subject in clinical practice.

STUDY POPUL ATION AND METHODOLOGY

Participants and the study design

This study was conducted to analyze the curriculum in dental hygiene department educational institutions in the United States and Korea. The method of selecting participating schools in this study was simple and random sampling.

The study was conducted for two months from March to May 2024. The research method used the curriculum posted on the website of each university and the existing data that have already been analyzed to analyze the curriculum of dental hygiene department educational institutions in the United States and Korea. In the case of domestic dental hygiene department educational institutions, a list of domestic universities was prepared, and the curriculum was collected by visiting the website to analyze the curriculum of each university. To prepare a list of American universities and analyze the curriculum of each university, the curriculum of the domestic dental hygiene department was analyzed, and a comparative analysis of the basic fields of the US and Korean dental hygiene department was conducted. 84 universities in Korea investigated the curriculum for dental hygienists, and the curriculum of 59 three-year colleges and 25 four-year colleges was investigated. In 60 US universities, literature was reviewed in 13 departments of dental hygiene and 47 schools of four-year colleges. The universities that were opened, including similar names of basic subjects opened in Korea, were investigated, and the universities of the most selected subjects among each basic subject were also investigated.

Research Tools

Examination of Dental Hygiene Curriculum and Basic Subjects in Korea and the United States

This study was conducted for two months from March to May 2024. This study investigated the curriculum of dental hygienists in 84 universities in Korea, 59 3-year colleges, and 25 4-year colleges. Literature review was conducted on 13 2-year and 3-year schools and 47 4-year schools out of 60 universities in the United States. The curriculum of the Department of Dental Hygiene in Korea and the United States was compared with the basic subjects. The survey on the same names as basic subjects in Korea was conducted on the curriculum disclosed on the website by the department of dental hygiene of each university or even the names of nine basic subjects opened in cooperation with universities.

Status of the opening of the 2, 3, and 4-year Dental Hygiene Department at U.S. universities

Table 1. Current Status of the 3-4-Year Curriculum for the Dental Hygiene in Korea---84 schools

Status of the opening of the U.S. Department of Dental Hygiene in the U.S

Table 2. Dental Hygiene Department of the U.S. University of America's 2, 3, 4-year system

Korean and U.S. Dental Hygiene Department Programming and Completion of 3-4 Year Curriculum

Table 3. Korean and U.S. Department of Dental Hygiene in Korea 3~4 years of curriculum organization and completion credits

Processing statistics

The data collection of this study used references such as prior research, various statistical data, and government publications, as well as Internet searches through the relevant institution's website, such as the American Association of Dental Examiners (AADE), the National Dental Hygiene Certification Board (NDCB), and the ADHA (Australian Dental Hygiene Association), and more specific details were collected through e-mail with related parties. In addition, the curriculum of dental hygiene in Korea and the United States surveyed was compared, and similar names were confirmed for each subject for basic domestic subjects. For statistical processing, the SPSS 24.0 (IBM Corp. Armonk, NY, USA) program was used, and the statistical significance level was P <.05.

THE RESULTS OF THE STUDY

Comprehensive data on Korean dental hygiene department curriculum analysis (3,4 years)

Table 4. Comprehensive data on Korean dental hygiene department curriculum analysis (3,4 years)

Korean Dental Hygiene and Liberal Arts (3,4 years)

Table 5. Korean Dental Hygiene and Liberal Arts (3,4 years)

Results of a similar name survey of basic Korean subjects

Table 6. Currently using names opened for Oral Anatomy

Comprehensive data on the analysis of the curriculum of the U.S. Department of Dental Hygiene (3,4 years)

Table 15. Comprehensive data on the analysis of the curriculum of the Department of Dental Hygiene in the United States (3,4 years)

Arican student dental hygiene education program recognition evaluation (ASDHEP)

Table 16. American student dental hygiene education program recognition evaluation (ASDHEP: Accreditation of Dental Hygiene Education Program in the United States)

DISCUSSION

Dental hygiene is a technological science that provides behavioral management, prevention, and oral health care for the prevention and health promotion of oral diseases. For this purpose, the Korean dental hygiene curriculum is being developed focusing on theories and technologies such as oral health education, preventive dental treatment, dental treatment cooperation, and management support [18]. Currently, the Korean dental hygienists work is faithful to its role and acquires theories and skills necessary for performance. However, there is a growing demand for a developmental role in the work of dental hygienists. In the case of the United States, the dental hygiene process is carried out by presenting 'performance required of new dental hygienists' as an educational goal, and the state has established standards for recognizing dental hygiene curriculum and operates detailed majors as an integrated subject [15,19].

As there is a developmental demand for the role of dental hygienists in Korea, it is necessary to develop a curriculum by grasping the work contents and demands of dental hygienists [20]. In addition, when developing the curriculum for dental hygienists, it is important to reflect on the latest knowledge and skills. As there is a developmental demand for the role of dental hygienists, it is necessary to develop a curriculum by grasping the job performance and educational needs of dental hygienists. To this end, it is necessary to analyze the job contents of clinicians and develop a curriculum that can strengthen the capabilities of dental hygienists. In addition, when developing a curriculum, it is necessary to reflect the job performance and educational needs of dental hygienists so that dental hygienists have the necessary competencies in the field. In Korea, the standardization of clinical dentistry has not been made with different subject names and educational goals such as dental pedagogy, comprehensive dental hygiene, and preventive dentistry for each school or school [20].

Integrated clinical dentistry based on dental competency should be standardized through efforts such as implementing a certification system to evaluate the dental hygiene curriculum in line with the demand for the integration of subjects centered on the dental hygiene management process in the Korean curriculum. The dental hygiene community has led quantitative changes over the past few decades. Improving the quality of education and approving it as an international curriculum are considered key tasks that Korean dental hygiene education must solve, and most urgently, it is judged that it is very important to recognize the necessity and share information among educators regarding the standardization of the clinical dental hygiene curriculum (Table 4 & 5).

Bae SM, et al. [21]. As a result of analyzing the curriculum according to dental hygiene competency, it is necessary to further subdivide and define the concept of dental hygiene competency in the future because the dental hygiene competency to be achieved is operated somewhat inefficiently in the fields of basic dental hygiene, dental clinical studies, and clinical dental hygiene. In addition, it was suggested that educational methods such as problem-based learning, case-based learning, project-based learning, and team-based learning need to be developed and applied to the clinical dentistry curriculum, rather than the existing lecture-style education method so that students can think and judge the learning contents of the pre-subject in an integrated manner, such as Clinical Dental Hygiene and Practice III to VI. The clinical dental hygiene practice in Korea is operated by one professor and 22 students as a team and operates 3 to 5 hours per week. Therefore, standardization and guidelines should be presented at the national level for the clinical practice capabilities of dental hygienists in accordance with the domestic situation, and each school needs to present the core competencies and detailed competencies of dental hygienists at the time of graduation and open and operate an integrated clinical dental hygiene course centered on the dental hygiene management process to achieve them.

Clinical dental hygiene education in the United States and Korea aims to provide a variety of subjects with an appropriate process of dental hygiene management. In the United States, theory and practice prepare for tasks to be performed in the actual field after graduation. This includes applying periodontal devices, coping methods in emergency situations, infection control, local anesthesia, prescription and education of self-mouth hygiene products, effective communication skills, dental hygiene management, and data collection to identify subject needs. However, Korea is sometimes not legally recognized for some tasks. In addition to knowledge and skills, the United States emphasizes humanities and social knowledge such as communication, cognition, and psychology. To this end, related knowledge is integrated through methods such as essays, discussions, and presentations, and creative and logical thinking skills are cultivated.

In the United States, clinical dental hygiene practice is conducted in a team of 1 professor and 5 students, with 14 to 21 hours of practice per week. In addition, a customer/patient contact confirmation and internship execution tracking form for each student are completed, reviewed and supplemented with the instructor. Through this, instructors can invest sufficient time to provide individual guidance and feedback to students and improve their clinical competence [22].

To improve the clinical practice capabilities of Korean students, the evaluation method and evaluation items need to be improved in the clinical dentistry curriculum in Korea. Through this, students' clinical skills can be accurately evaluated and improved, and students should acquire expertise as dental hygienists by integrating theories and practices. It is true that there has been a lot of development in the education of dental hygienists in Korea for about 38 years. In particular, the interdisciplinary system changed as the duration of class increased, and junior colleges are conducting a major intensive course and the subjects taken by the national examination dental hygienists are progressively improved to train dental hygienists. In this process, it was classified into basic subjects and clinical subjects, and the distribution of the number of questions by national examination subject also adjusted and developed. However, without the NCS being established, our efforts to standardize basic subjects for each university seem to have been insufficient. As shown in this study, similar names for each basic subject are very diverse, and there are many mixed names centered on the professor's own major, so the identity of a single subject viewed from the perspective of students seems very low. In consideration of the problem of this perspective, I hope that a concise and clear subject that fits the eye level of students who are the parties to education demand will be presented. This is because, looking at the examples of names of each basic subject taken from Table 6,7,8,9,10,11,12,13 & 14, oral facial anatomy, histology and embryology, dental and oral anatomy and physiology, dental anatomy, embryology and histology, oral facial anatomy, histology and embryology, dental anatomy and histology, dental and oral anatomy and physiology, educational dental hygiene community practice, public oral health administration (Table 6,7,8,9,10,11,12,13 & 14).

In addition, just as the dental hygienist curriculum in the United States conducts training for various subjects such as children, adolescents, adults, the elderly, and special patients, it is necessary to strengthen training for various subjects in the Korean curriculum. Through this, students will be able to cope with various situations and demonstrate their ability as experts in clinical practice after graduation. In conclusion, in the clinical dentistry curriculum, the improvement of evaluation methods and evaluation items, and the practice for various subjects should be strengthened to improve students' clinical practice skills, and to equip them with expertise as dental hygienists. Through this, students can fulfill their roles and responsibilities as dental hygienists and contribute to the promotion of national oral health. Tables 15 and 16 suggest that when operating in higher grades such as clinical dentistry and practice III-VI, it is necessary to develop educational methods such as problem-based learning, case-based learning, project-based learning, and team-based learning to replace the existing lecture-style education methods. Through this, it helps to think and judge the learning contents of the prerequisite subject in an integrated manner. Standardization and guidelines should be presented at the national level for the clinical practice competency of dental hygienists in line with the domestic situation. Based on this, each school needs to present the core competencies and detailed competencies of dental hygienists at the time of graduation, and open and operate an integrated clinical dental hygiene course centered on the dental hygiene management process to achieve this. In the case of the United States, the curriculum of dental hygiene and other dentistry is evaluated through a certification system called CODA. This system enables integrated education centered on competency to improve the performance ability of the dental hygiene (academic) curriculum centered on the dental hygiene management process. In Korea, the need for establishing the concept of the dental hygiene management process in the curriculum and for a transition from fragmentary clinical formulas to comprehensive dental hygiene management process services was raised [23].

This study has several limitations. To conduct an in-depth analysis of the U.S. clinical dentistry curriculum, it is difficult to regard it as a sample representing the U.S. clinical dentistry curriculum because only 60 universities where detailed information is available were targeted. The inability to compare and analyze cases of other countries in which the clinical dentistry curriculum is standardized and operated is a limitation of this study, and continuous research is needed for the development of the domestic dental hygiene curriculum and the development of an effective curriculum.

CONCLUSION

As a result of the study, it was confirmed that there were several differences between the Korean dental hygiene curriculum and the US dental hygiene curriculum. For example, the US dental hygiene curriculum included more subjects representing a successful career in dental hygiene. To improve Korean students' clinical practice competency, the clinical dental hygiene curriculum in Korea needs to improve evaluation methods and evaluation items. Through this, students' clinical skills can be accurately evaluated and improved, and students should acquire expertise as dental hygienists by integrating theories and practices.

CLINICAL RELEVANCE

Scientific rationale for the study

The Korean dental hygiene curriculum, strengthening subjects for a successful career, and improving evaluation items play an important role in training dental hygienists, contributing to improving students' clinical capacity and ensuring legal work.

Principal findings

There is a need to improve the evaluation methods and evaluation items of the Korean clinical dental curriculum to improve the clinical practice of Korean students

Practical implications

There is a need to improve the evaluation method and evaluation items of clinical dentistry in Korea. An evaluation method that can substantially improve the clinical competence of students in the school curriculum should be introduced. Through this, students can identify their lack of competencies and find ways to improve them with instructors. In addition, evaluation in the school curriculum should be more specific, diverse and subdivided. Through this, an evaluation of literacy, knowledge, skills, and integrated performance ability in various areas that a dental hygienist must have as a health care professional should be made.

CONFLICT OF INTEREST

The author declares that there is no conflict of interest.

AUTHOR CONTRIBUTION

The author approved the final version of this manuscript prior to submission and agreed to be responsible for all aspects of the work ensuring that questions relating to the accuracy or integrity of all parts of the question or task related to accuracy have been properly addressed. KNH, NHJ contributed to design, search and selection, analysis and interpretation, drafted manuscripts, contributed to concepts and design, search and selection, analysis and interpretation, and critically modified manuscripts. The NHJ contributed to the concept, design, analysis and interpretation, and critically modified the manuscript.

DATA AVAILABILITY STATEMENT

Research data are not shared.

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