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Program assessment practices in dental hygiene education

A L McCann1, E D Schneiderman

  • 1Department of Oral and Maxillofacial Surgery, Baylor College of Dentistry, Dallas, TX 75246-2098, USA.

Journal of Dental Education
|November 1, 1995
PubMed
Summary
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Dental hygiene program directors reported dissatisfaction with current assessment practices and data utilization. A need exists for improved assessment models in dental hygiene education to drive meaningful program enhancements.

Area of Science:

  • Dental Hygiene Education
  • Educational Assessment
  • Program Evaluation

Background:

  • Dental hygiene programs rely on various assessment methods to evaluate educational effectiveness.
  • Current assessment practices may not fully meet the needs of program directors for continuous improvement.
  • Understanding directors' satisfaction levels is crucial for identifying areas of weakness in assessment.

Purpose of the Study:

  • To survey U.S. dental hygiene program directors regarding their assessment programs.
  • To gauge program directors' satisfaction with existing assessment practices and data usage.
  • To identify common assessment tools and data application strategies in dental hygiene education.

Main Methods:

  • A survey was distributed to U.S. dental hygiene program directors.

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  • A response rate of 65% (138/212) was achieved.
  • Data collected included assessment methods used, satisfaction levels, data sharing, and data application.

    • Main Results:

    • Program directors expressed dissatisfaction with assessment practices and data utilization.
    • Commonly used assessment tools include alumni surveys (78%), employer surveys (61%), and student evaluations (57%).
    • Fewer programs utilize patient satisfaction surveys (40%) or exit interviews (33%), and only 35% formally validate instruments.

    Conclusions:

    • Dental hygiene education requires a more robust assessment model.
    • Current assessment data is primarily used for curriculum revision (84%), with limited application in other areas.
    • There is a clear need to enhance assessment strategies to foster comprehensive program improvement.