Evaluating ultrasonic instrumentation curricular change: an observational comparison study

Ultrasonic instrumentation (USI) has evolved, but it is unclear if dental hygiene curricula have kept pace. This study compares 2 dental hygiene cohorts with differing USI curricula to investigate if a contemporary USI curriculum enhanced students' USI preparation, use, and confidence.

A 2-group observational study compared a "traditional" USI curriculum (TC) cohort to a later "contemporary" USI curriculum cohort (CC). The new curriculum introduced USI earlier, with more and different inserts, and greater USI philosophical emphasis. Questionnaires were administered to students at the onset (T1) and conclusion (T2) of clinical programming. Ethical approval was received from the Multi-College Ethics Review Process. Statistical calculations included frequencies, proportions, means, and Welch's 2-sample, 2-tailed t-test statistics describing and comparing the cohorts' preparation, use of, and confidence in USI (significance threshold 0.05).

Sample size fluctuated due to student attrition; response rate ranged from 21.5% (17/79) to 52.9% (36/68). Earlier in programming, CC students were significantly more prepared with water control, fulcruming, and curved inserts than TC students. No significant differences emerged between groups in use of ultrasonic versus hand instruments (USI approximately 60% of clinical time; p > 0.05). Initially, TC students had significantly greater confidence than CC students (p < 0.05). While there was no difference between groups at Time 2, CC cohort's confidence increased statistically significantly from T1 to T2 (p < 0.05).

Both cohorts demonstrated similar use of USI. The CC cohort was better prepared in some aspects of USI and use of curved inserts. Results reveal an ongoing need for program evaluation to best implement USI curriculum.