Faculty Bibliography

A Survey of Personal Styles and a questionnaire on attitudes to on-line vs. classroom/lecture courses were administered to 57 recent graduates of a dental hygiene program to assess if there is a correlation between personal style, and preference to on-line vs. classroom lecture courses. The I-Speak Your Language, questionnaire was used, it is based on the theory developed by Carl Jung that identifies four major personal styles individuals use in varied situations: Intuitor (I), Thinker (T), Feeler (F), and Senser (S). There are main functions of behavior associated with each style, which may indicate a preference for on-line vs. classroom courses. In conjunction, a self-developed questionnaire on attitudes to on-line vs. classroom lecture courses was administered. The results of the survey of the primary style under non-stress conditions were 37% had personal style of F, 28% S, 25% T, and 10% I. One half of all I and T groups stated that they liked taking on-line courses, compared to 31% of S and 28% of F styles. Preference for classroom/lecture courses were 37% by S, 33% I and 28% for each of the T and F groups. The I group preferred to have the curriculum equally divided between lecture and on-line at 33%, to 9% by F. Taking re-licensure C.E. courses on-line was planned by 100% of I, 80% by F, and 64% and 62% by T, S respectively. Future enrollment in a baccalaureate degree on-line program results ranged from 57% by F to low of 42% by T. The results of the survey and questionnaire indicated that the I personal style students whose associated characteristics are described as original, imaginative, creative, broad-gauged, and idealistic were more in favor of on-line courses. With the ever increasing on-line courses offered in DH and higher education curriculums, knowledge of a student's individual personal style may be used by faculty to recognize the associated personal style characteristics to mentor, and develop educational strategies to meet students' needs in on-line or classroom/lecture courses

The article focuses on the several areas where lifelong learning plays an important role in enhancing knowledge in the dental hygiene profession. The author asserts that for continued success in the profession, one must keep abreast of trends, technology and legislation and update their skills through continuing education. She asserts that lifelong learning starts in self assessment followed by planning of what aspect to follow, either on a career path or along a career path in education

Purpose. The purpose of this study was to determine whether an internal mock board review course (MBC) could help students improve their National Board Dental Hygiene Examination (NBDHE) scores and study skills. This non-credit, pass or fail course was developed as a requirement for graduation. Methods and Materials. The fall content was based primarily on material from Dr. Esther Wilkins' Clinical Practice of the Dental Hygienist 8th Edition, along with supplemental Internet information. Multiple mock board quizzes were given prior to the end of February, when students must be certified for the spring examination. Results. Seventy-four students completed surveys at the beginning and end of the fall semester. When three years' worth of MBC scores were compared to actual NBDHE scores, the MBC scores were within five percentage points of the actual NBDHE scores 61% of the time. At the beginning of the MBC, 31% of the students thought they would achieve a score of 90% or above on the NBDHE. At the end of the MBC, student surveys indicated that 5% believed they would achieve 90% or above. Seven percent of the class actually did achieve above 90%, proving that the course successfully showed students the depth of study necessary to score 90% or better. Seventy-nine percent of responding students appreciated the 'jump start,' early study schedule, and review of background material. Conclusions. The internal board review course motivated students to study earlier than they would have on their own, and our MBC was able to accurately predict which students were ready to take the NBDHE in the spring semester (70% of the class). Because it is critical to find new and innovative ways to motivate students, further study is ongoing to improve performance for students who did not take the spring NBDHE, and to examine variables that affect student success