Final year oral hygiene students' perceptions and reflections on experiential learning in a special needs oral health...

Oral health care programs offer a platform for experiential learning that include prospects for skills development; opportunities for knowledge application and for the creation of an awareness of community responsibilities. Gaining experience in the care for special needs patients is ideally achieved through exposure in special needs settings such as the school community.

This study investigated the perceptions and reflections of experiential learning by final year oral hygiene students in a special need's oral health care program at the University of Western Cape.

This study incorporated a concurrent triangulation study design that included final year Oral Hygiene students who participated in a special need's oral health care program. Students completed an on-line self-administered questionnaire, a reflective journal and participated in a focus group discussion.

All respondents understood the concept of experiential learning. The predominant dispositions that emerged included student adaptation, awareness, empathy, and experience which were regarded as particularly important for personal growth. With regards to academic growth, facets of confidence, theory translation, clinical skill development and improved communication were identified as critical elements in development. Challenges included lack of cooperation from the learners and lack of kills in non-verbal communication. An increased awareness and a strong willingness to participate in community projects was also reported amongst the student respondents.

The experiential learning opportunity in the school-based special needs oral health care program was invaluable to the children as well as the students. This community -based program supported personal and academic growth and it provided authentic learning opportunities; facilitated professional development, improved clinical skills and competence, enhanced problem solving and communication skills and raised awareness on social responsibility. Challenges experienced pertained to cooperation and communication with the children. Suggestions included maintaining access to care for the children through oral care program initiatives, as well as ongoing rotation of Oral Hygiene students who are ideally positioned to provide promotive and preventive oral care to special needs individuals. Schools for special needs children provide an ideal platform to facilitate access to care and to provide experiential learning opportunities in authentic settings.