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

I-Speak Your Language, ® A Survey of Personal Styles was administered to 57 recent graduates of a dental hygiene program to determine each student’s favored primary personal style, and group profile based on 4 major personal styles. The Survey is based on the theory developed by Carl Jung, and is designed to measure individual primary personal style, and associated styles of behavior in favorable and stressful conditions. The 4 major personal styles are: Intuitor(I), Thinker(T), Feeler(F), and Senser(S). The results of the survey indicate that under favorable conditions 37% of the graduates were F, who relate to and understand experiences through emotional reactions and responds to feeling. There were 28% S, who experience mainly on the basis of their own sensory perceptions. There were 25% T who analyze and order in logical fashion, and 10% I, who conceive, project, and are creative. In unfavorable conditions or stress, 39% of all the graduates were F, 33% S, 16% I, and 12% T. The changes in styles are the following: Under stress 43% of the graduates whose style that of an F, remained the same, while 48% reverted equally to I or S, and 9% T. Under stress, 38% of the S personal style remained the same, 44% reverted to F, 12% I, 6% T. Under stress, 21% of the T personal style remained the same, 36% became F, and 36% S, and 7% I. The I style became 50% S, with the remaining equally divided among the other 3 personality styles. The results of the Survey identified the personal styles of graduates of one dental hygiene program in favorable and unfavorable conditions, and the main functions associated with each style. Knowledge of individual primary personal styles and associated characteristics by educators and students could assist each to self-analyze behavioral observations to help each individual to determine the extent to which his/her style applications are working constructively or not. It gives a clear understanding of how over reliance on some styles or under-use of other styles may be !