Master of Dental Hygiene, The Ohio State University, 2021, Dental Hygiene

The administration of local anesthesia is an important focus in the field of dentistry, and its application has facilitated painless treatment among patients, allowing dental professionals to provide appropriate patient care. Current research related to the success and safety of local anesthesia application among registered dental hygienists, evidences its importance. However, there presents a lack of research related to the administration of local anesthetic among dental hygienists in different practice settings, as well as the utilization rate. The purpose of this study is to: identify the utilization rate of local anesthesia by dental hygienists and identify the reasoning associated with use or non-use of this skill. A quantitative, cross-sectional survey research design was used on a non-probability sample of dental hygienists practicing in the state of Ohio. The survey was designed with demographic questions, questions regarding use of local anesthesia, the non-use of local anesthesia, and attitudes related to local anesthesia application. The data evidenced that 95.7% reported having administered local anesthesia while licensed. Results further indicated that 93.5% reported that they like to administer local anesthesia. The findings from this study suggest that there is active utilization of local anesthesia among registered dental hygienists and that there is an appreciation for the skill. Additional research is recommended to explore the qualitative reasons for use and non-use of local anesthesia and the perceptions related to this skill, and to better understand the potential relationships among variables associated with the profession of dental hygiene and local anesthesia application.

Committee: Rachel Kearney BSDH, MS (Advisor); Joen Iannucci DDS, MS (Committee Member); Rebecca Henderson BSDH, MS (Committee Member) Subjects: Dental Care; Dentistry; Education

Master of Science, The Ohio State University, 2019, Dentistry

Objective: In the event of a medical emergency in the dental office, the supervising dentist must be able to effectively lead the office team in a concerted effort to stabilize the patient and transfer them to higher-level medical care. This study investigates the impact of a simulation-based medical emergency training curriculum on the ability of general practice residents to effectively manage medical emergencies in a dental environment. Methods: An interventional and pre-post educational trial of 16 general practice residency participants was carried out at The Ohio State University College of Dentistry. Eight participants completed a standard training curriculum as the control group and eight completed a modified training curriculum as the intervention group. The intervention consisted of a simulation-based education curriculum designed for dentists called Medical Emergency Management in the Dental Office (MEMDO). Near the completion of residency, each participant experienced a summative performance-based assessment using an Objective Structured Clinical Examination (OSCE), which was later reviewed and scored by a customized 128-point scoring grid. Additionally, the intervention group completed a baseline performance assessment at the beginning of their residency. Four calibrated faculty reviewers scored each OSCE independently. These data were subsequently analyzed using nonparametric statistical tests with alpha set to 0.05. Reviewer consistency was assessed by calculating an intraclasscorrelation coefficient. All participants completed a survey of demographic information and 11 Likert-type questions. Results: The intervention group performed significantly better than the control group (p=0.0009). This group improved their post-intervention score by an average of 36.9 points out of 128. The intraclass correlation coefficient was found to be 0.9795. Surveys found all participants in agreement with the importance of medical emergency preparedness of all de (open full item for complete abstract)

Committee: Bryant Cornelius DDS, MBA, MPH (Advisor); Kelly Kennedy DDS, MS, FACS (Committee Member); Lipps Jonathan MD (Committee Member); Draper John PhD (Committee Member) Subjects: Dentistry; Educational Psychology; Educational Technology; Educational Tests and Measurements; Medicine

Master of Dental Hygiene, The Ohio State University, 2017, Dental Hygiene

After graduation, dental and dental hygiene students are expected to work together to provide patient care. Generally, dental educational trains pre-doctoral (DDS) and dental hygiene (DH) students separately. This type of training prevents the full understanding and appreciation of each other's roles in the dental team. A trend has been to focus on and evaluate interprofessional education but limited attention has addressed intraprofessional education. The purpose of this study was to determine the perceptions of DDS and DH students regarding intraprofessional education. A 29-question survey was sent via Qualtrics, to 24 dental institutions that train both DDS and DH students. The survey was sent to DH program directors and DDS academic deans, who forwarded the survey to their respective students. A total of 151 students, representing programs from 16 states, completed the survey. Results showed 45% of the respondents stated that DDS and DH students took didactic courses together and 70.9% stated their clinics are integrated. 97.8% strongly agreed or agreed that learning with other DDS and DH students would help them become more effective members of an oral health care team, 97.7% strongly agreed or agreed patients would ultimately benefit if DDS and DH students worked together to solve problems, 98.5% strongly agreed or agreed that learning together before graduation would improve their professional relationship in the workforce, and 94% strongly agreed or agreed they wanted to have time learning together. Overall, DDS and DH students believe they would become better team members when their training is integrated and institutions should look for opportunities where intraprofessional education can be utilized.

Committee: Michele Carr (Advisor); Brian Partido (Committee Member); Canise Bean Dr. (Committee Member) Subjects: Continuing Education; Curricula; Curriculum Development; Dental Care; Dentistry; Education Philosophy; Educational Theory; Health Care; Health Care Management; Health Education; Medicine; Teaching

Master of Science, The Ohio State University, 2023, Dentistry

Purpose: The aim of this pre-post design study was to determine the usability and feasibility of a virtual simulation-based learning experience to educate pediatric dental providers regarding human papilloma virus (HPV) and the HPV vaccine. Methods: Sixteen residents at one pediatric dental residency program were recruited. All residents completed a pre-simulation survey to assess their baseline knowledge, skills, and attitudes toward discussing HPV with patients. Participants then completed a telehealth standardized patient encounter where they were tasked with discussing HPV and the HPV vaccine with a teenage patient and their parent. All participants then completed an online learning experience. Following this exercise, participants repeated the same standardized patient encounter and then completed a post-simulation survey to assess changes from baseline. Results: There was a significant difference between pre and post survey responses for eight of eleven questions (p<0.05) and pre and post standardized patient encounter performance for two of twelve vaccine discussion elements (p<0.05). Participants reported increased knowledge regarding discussing HPV and its connection to overall and oral health, as well as increased confidence in discussing common side effects and safety of the vaccine. Participants showed improved performance in communicating the safety and efficacy of the vaccine as well as sharing age-based dosing recommendations. Most participants reported the simulation equipped them with new knowledge and that they plan on applying at least one new thing they learned into their future clinical practice. Conclusions: Standardized patient encounters and virtual learning experiences are an accessible and effective way to increase knowledge regarding HPV and the HPV vaccine that exists among dental trainees and help dental providers feel confident aligning their recommendation for the HPV vaccine with the guidelines set by dental professional organizations (open full item for complete abstract)

Committee: Homa Amini DDS, MPH, MS (Advisor); Janice Townsend DDS, MS (Committee Member); Erin Gross DDS, PhD, MS (Committee Member) Subjects: Dentistry; Education; Health Education

Doctor of Philosophy, University of Toledo, 2015, Higher Education

An Abstract of Does Dental Hygiene Student Engagement While Enrolled in the Dental Hygiene Program Influence Academic Achievement? by Susan Leiken Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Education The University of Toledo August, 2015 Expansion of the scope of dental hygiene responsibilities reflected in state Dental Boards' Dental Hygiene Practice Acts have led U.S.-based dental hygiene programs to intensify their curricula while investigating ways to improve student success. Using an original survey electronically distributed to 12,000 dental hygiene students by the American Dental Hygienists' Association (ADHA), this study investigated dental hygiene student engagement activities, both in the dental hygiene program and in student chapters of the ADHA, with student success measured by cumulative grade point average (GPA). Four predictors were found to influence student success: the quality of faculty interactions; highest degree attained; race- Black or African American (a negative predictor); and, the quality of program director's interactions. This study may encourage educators to focus on improved strategies for delivering dental hygiene education through strong leadership and revitalized policies and practices. Future research may review enhanced student engagement practices as they relate to student success.

Committee: Ron Opp Dr. (Committee Chair) Subjects: Curriculum Development; Dentistry; Higher Education

Master of Science, The Ohio State University, 2024, Dentistry

Purpose: Dental education, and pediatric dentistry education specifically, face varied challenges in the pursuit of preparing competent and confident oral health professionals. The authors introduced a gradual release of responsibility (GRR) pedagogy designed to balance traditional instruction and active learning strategies. Three training modules were developed utilizing GRR to test whether the pedagogy improved first-time pass rates on an Objective Structured Clinical Examination (OSCE). Methods: Online modules were created using a modified GRR framework. These modules addressed three topics that historically had higher failure rates on the fourth year OSCE: local anesthesia calculation, pulpal diagnosis in primary teeth, and emergency treatment of dental trauma. First-time pass rates and overall exam performance were compared to five-year historical data as the control with the chi-square test of independence. Students also answered a 10-item, five-point pre- and post-module completion Likert scale questionnaire reflecting student self-efficacy and the results were compared using a Wilcoxon matched-pairs signed-rank test. Results: First-time pass rates for the test group (n=228) were significantly improved compared to the control group (n=546) for pulpal diagnosis (P=.002), dental trauma management (P=.002), and overall OSCE performance (P=.003). First-time pass rates for local anesthesia calculation were not significantly different (P=.09). Student self-efficacy significantly improved for all 10 items (P<.001). Conclusions: Using the GRR pedagogy improved student scores on a pediatric dentistry OSCE. This pedagogy holds promise in developing engaged learners across dental education settings.

Committee: Erin Gross (Advisor); Beau Meyer (Committee Member); Sara Fowler (Committee Member); Janice Townsend (Committee Member); Ehsan Azadani (Committee Member) Subjects: Dentistry

Master of Health and Human Services, Youngstown State University, 2024, Department of Health Professions

Ankyloglossia and Orofacial Myofunctional Disorders (OMD) can play a major role in the inhibition of proper craniofacial growth and development. They are also linked to the development of chronic health conditions which have negative connotations for one's quality of life. Dental professionals have a unique opportunity to identify restrictions and dysfunction so that their patients can become educated on their condition and seek treatment as early as possible. This research serves to examine the degree of knowledge on ankyloglossia and OMDs within the dental community and will help to generate an educational program for post licensure professionals. This quantitative study was conducted by administering surveys to all licensed professionals in the state of Ohio (n=211) who have an active licensure to practice dentistry or dental hygiene. The study data demonstrated a high level of education on ankyloglossia (60%) with a high level of routine screening and documenting of this condition (59%). It also demonstrated a low level of knowledge on orofacial myofunctional disorders (40%). A ChiSquare test was completed to determine that there is a significant correlation between education and the screening and documenting of ankyloglossia between Dentists who hold a DDS/DMD degree and Registered Dental Hygienists (RDH), p<.001.

Committee: Daniel Van Dussen PhD (Committee Chair); Diane Kandray PhD (Committee Member); Daniel Cesene EdD (Committee Member) Subjects: Dentistry

Master of Dental Hygiene, The Ohio State University, 2023, Dental Hygiene

Introduction: Dental hygienists (DHs) can screen patients for risk factors of Obstructive Sleep Apnea (OSA) utilizing a brief screening tool. Those who are identified as being high risk should be referred to a primary care physician or a sleep medicine specialist for further evaluation and diagnosis. For this to take place, DHs need OSA education. Limited research exists that explores the impact of sleep apnea education on the knowledge, attitudes, and confidence levels of dental hygiene (DH) students. No research exists evaluating the impact of incorporating OSA clinical screening of patients in conjunction with didactic education. Purpose: Determine the impact of sleep apnea education and clinical screening on the DH students' OSA knowledge, attitude toward the importance of screening, and confidence in screening. Methods: A 12-month, longitudinal intervention design was utilized. A convenience sample of DH students from the Ohio State University and Hocking College participated in the survey study. OSA screening knowledge, attitudes, and confidence levels of students was measured using the validated Obstructive Sleep Apnea Knowledge and Attitudes (OSAKA) questionnaire. The OSAKA questionnaire was distributed to students prior to OSA educational intervention and one week after educational intervention to evaluate the effectiveness of the OSA educational intervention. For twelve months following, the students implemented the STOP-Bang screening during clinical iii experiences. The OSAKA questionnaire was redistributed at three-, six-, and twelve months, to evaluate knowledge, attitudes, and confidence with clinical implementation of the STOP-Bang questionnaire. Results: The educational intervention had a positive impact on improving the students' attitude and confidence with OSA screening. In addition, the intervention increased the students' knowledge of OSA risk factors, prevalence, diagnosis, and treatment. The twelve-month clinical experience utilizi (open full item for complete abstract)

Committee: Bridget Wright (Advisor); Damian Lee (Committee Member); Rachel Kearney (Committee Member) Subjects: Curriculum Development; Dentistry

Master of Arts, The Ohio State University, 2020, Bioethics

Recent evidence suggests that trust in the dental profession is declining and that the profession suffers for public confidence in comparison to other healthcare professions (Kelly, 2017; Norman, 2016). To sustain a successful practice, dentists must garner patient trust by delivering care with technical prowess, and show compassion at the chairside while always acting in the best interests of their patients. Naturally, dental educators and supervising clinical faculty serve as principal role models for their students, bearing hefty responsibility for producing competent, ethical dental graduates. This thesis argues that the integration of team-based learning (TBL) into dental ethics curricula is a useful method for teaching both a knowledge of ethics, and the practical application of clinical ethics—key steps toward becoming sound, ethical decision-makers and improving patient trust. Application exercises encountered in TBL can help actuate a deeper understanding and appreciation for a patient's values and interests. Axiomatically, this ethical underpinning strengthens the provider-patient relationship. When patients trust their individual provider, a general outgrowth of confidence obtains and restores public trust in the dental profession. TBL is an evidence-based, learner-centered pedagogical method currently underutilized in dental education. TBL allows students to engage with a fundamental core of ethical principles and apply what they have learned when making treatment decisions that will withstand ethical scrutiny. This thesis describes the author's design and utilization of TBL as a strategy to teach ethics and its decision-making derivatives. Likewise, it endeavors to extrapolate lessons learned from the results. This study includes a review of data collected as a part of a course in the current dental school curriculum and has been approved for exempt status under an institutional IRB.

Committee: Ashley Fernandes MD, PhD (Advisor); Courtney Thiele JD, MA (Committee Member); Matthew Messina DDS (Committee Member) Subjects: Dentistry; Ethics

Master of Dental Hygiene, The Ohio State University, 2019, Dental Hygiene

Purpose: The purpose of this study was to examine the relationship between the educational requirement of magnification loupes and perceived musculoskeletal pain among registered dental hygienists in Ohio. Methods: Registered dental hygienists in Ohio were invited to participate in a cross-sectional, electronic survey. Descriptive statistics and independent samples t-tests were used to examine the differences in pain scores between registered dental hygienists currently using or not using magnification loupes. Results: The responses from 369 out of the 8,442 participants were analyzed. Among the participants, 79.2% owned a pair of magnification loupes, and only 30.1% were required to purchase magnification loupes in their dental hygiene program. No significant differences were found in the perceived musculoskeletal pain score and the educational requirement of magnification loupes. Regardless of owning magnification loupes or not, 97% reported pain in one or more indicated regions. Conclusion: Musculoskeletal pain remains a significant issue for registered dental hygienists. Further research on the educational requirement of magnification loupes is needed from a larger sample population to include dental hygienists who were required to purchase magnification loupes as dental hygiene students. With the expansion of educational programs requiring the use of magnification loupes, further training from the dental hygiene faculty may help facilitate the early adoption and continued use of magnification loupes after graduation.

Committee: Brian Partido (Advisor) Subjects: Dentistry

Doctor of Nursing Practice , Case Western Reserve University, 2017, School of Nursing

Each year, hundreds of thousands of people in the United States are harmed or die as a result of serious medical errors. Interprofessional Education (IPE) is widely recognized as a pathway to improve patient care and reduce medical errors through developing interprofessional collaborative practice (ICP) among health professionals. The faculty and staff at Case Western Reserve University's health professions programs developed and implemented an IPE program for dental medicine, medicine, nursing, nutrition, public health, and social work students with the goal of preparing students to engage in ICP. The purpose of this evaluation was to describe the outcomes of IPE programming at CWRU for the 2015 and 2016 health professions graduates according to achievement of interprofessional competencies, amount of participation in IPE activities, and by type of health profession. The evaluation used a descriptive correlational design to compare students' perception of their achievement of the Interprofessional Education Collaborative (IPEC) competencies and the amount of participation in IPE activities. The IPEC Competency Survey (IPECCS) was emailed to 931 graduating students in the following health professions programs: dental medicine, medicine, nursing, nutrition, public health, and social work. In total, 113 valid surveys were completed by dental medicine, medical, nursing, and social work students. No statistically significant difference of achievement of IPEC competencies was found between the groups of students who participated in different amounts of IPE activities, p>.05. Dental students reported lower achievement of IPEC competencies than nursing students and medical students, p<.05. Dental students and nursing students were more likely to participate in more IPE activities than medical and social work students, p=.038. While these evaluation results are not generalizable beyond the CWRU community, the findings and recommendations made by the author close (open full item for complete abstract)

Committee: Deborah Lindell DNP (Committee Chair); Elizabeth Madigan PhD (Committee Member); Ellen Luebbers MD (Committee Member) Subjects: Dentistry; Educational Evaluation; Health Sciences; Higher Education; Medicine; Nursing; Social Work

Master of Dental Hygiene, The Ohio State University, 2016, Dentistry

Current regulations require a minimum of an Associates Degree from an accredited college or university for entry into the profession of dental hygiene. There are currently 288 programs that offer an Associates Degree, and 56 programs that offer a Bachelor's Degree. Although dental hygiene began like many other healthcare professions, it has failed to implement higher education requirements like these similar fields. The purpose of this study was to evaluate opinions of currently licensed dental hygienists regarding entry level education requirements. Participants answered electronic survey questions via Qualtrics concerning their current degree levels and active practices, in addition to how they thought requiring a Bachelor's Degree would impact the profession. Most participants agreed that a baccalaureate degree would have a positive impact on the profession, and should be the requirement for entry level education. This supports results from similar research and the views of the American Dental Hygienists' Association toward advancing the profession.

Committee: Rachel Kearney MS (Advisor); Rafat Amer BDS (Committee Member); Joen Iannucci DDS (Committee Member) Subjects: Dentistry; Education

EdD, University of Cincinnati, 2011, Education, Criminal Justice, and Human Services: Curriculum and Instruction

The purpose of this study was to compare the effects of a student-centered, interactive, case-based, multimedia learning environment to a traditional tutorial-based, multimedia learning environment on second-year dental hygiene students (n = 29). Surveys were administered at four points to measure attainment and retention of knowledge, attitude, and confidence. There was not a significant difference in attainment of these variables between the groups. As indicated by the outcomes of the repeated-measures two-way ANOVA tests, time had a significant effect on the mean overall variables for knowledge (p < .01) and attitude (p < .001), as well as three of the knowledge variables (p < .05) and three of the attitude variables (p < .01) for both groups. One attitude variable (p < .01) showed a positive significant difference between the case-based group and tutorial-based group. A practical examination skill test measured retention of skill. The analysis indicated that the case-based group (100% passed) did significantly better compared to the tutorial-based group (60% passed). Although the findings demonstrated that only one attitude variable was found to be significantly better for the case-based group, the greater increase in the retention of skill has notable implication for dental hygiene education. Future research should examine multimedia learning environments with larger samples and longitudinal data.

Committee: Janet Zydney PhD (Committee Chair); Linda Plevyak PhD (Committee Member); Fabio Santos EdD (Committee Member); Janelle Schierling EdD (Committee Member) Subjects: Instructional Design