Dental Hygiene Student Training Outcomes in Special Care Dentistry

Objectives: This study evaluated the impact of a novel training curriculum on dental hygiene students’ preparation to treat individuals with special needs.
Methods: A mixed methods approach was used to assess outcomes following exposure to a combination didactic/clinical training curriculum. Participants completed an original pre-test/post-test that consisted of 14 items with a Likert Scale to assess their attitudes, beliefs and knowledge about caring for individuals with special needs. Participants viewed a video then completed a validated International Association for Disability and Oral Health questionnaire with 21 supplied response items to assess “Overcoming Obstacles to Oral Health (OOOH).” After reviewing and discussing the NIDCR module, “Practical Oral Care for People with Developmental Disabilities (POCPDD)” participants completed a validated questionnaire with 25 supplied response items. All then completed a clinical orientation and clinical rotation at a university-based dental clinic for patients with special needs. Afterwards, qualitative data was gathered about their clinical experiences. Findings on the pre-test/post-test were compared using the Wilcoxon Signed Ranks Test, descriptive statistics were used to report questionnaire data and clinical evaluation results. IRB exempt.
Results: 272 students from 3 community college programs completed the training. Most were female (96%) with a mean age of 27 years. Statistically significant differences (p≤0.01) were observed for 11 of the 14 items on the pre-test/post-test indicating a positive shift in attitudes, beliefs and knowledge. Average score on the OOOH was 81% and 75% on the POCPDD. Students treated 1 to 3 patients per clinical rotation, the majority with multiple medical co-morbidities. 59% saw patients with cognitive disabilities and 54% saw patients with intellectual disabilities. Modified operator/ patient positioning and no ultrasonic use were the most common modifications used. All students reported that clinical training should be a required experience.
Conclusions: Didactic/clinical training prepares students to treat those with special needs.