Short Communication: Links between Dental Hygiene Curriculum and Dental Hygiene Task Analysis

Chae-Eun Park; Jin-Gyeong Yoo; Su-Hyun Lee; Yoon-Ha Lee; Ji-Yeon Lee; Mun-Jeong Choi; Soo-Jeong Hwang

doi:10.17135/jdhs.2022.22.2.126

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자료유형: 학술저널

저자정보: Chae-Eun Park (Department of Dental Hygiene, College of Medical Science, Konyang University, Daejeon 35365, Korea) Jin-Gyeong Yoo (Department of Dental Hygiene, College of Medical Science, Konyang University, Daejeon 35365, Korea) Su-Hyun Lee (Department of Dental Hygiene, College of Medical Science, Konyang University, Daejeon 35365, Korea) Yoon-Ha Lee (Department of Dental Hygiene, College of Medical Science, Konyang University, Daejeon 35365, Korea) Ji-Yeon Lee (Department of Dental Hygiene, College of Medical Science, Konyang University, Daejeon 35365, Korea) Mun-Jeong Choi (Department of Dental Hygiene, College of Medical Science, Konyang University, Daejeon 35365, Korea) Soo-Jeong Hwang (Department of Dentistry, Doonsan Health Promotion Center, Daejeon 35230, Korea)

저널정보: 한국치위생과학회 치위생과학회지 치위생과학회지 제22권 제2호

발행연도: 2022.6

수록면: 126 - 129 (4page)

DOI: 10.17135/jdhs.2022.22.2.126

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Background: The problem with current dental hygienist education is that it operates as an education system based on the national examination rather than on a practical basis; thus, graduates have difficulties in practice after obtaining their license. This study aimed to propose a job-oriented curriculum by analyzing the links between the task analysis of Korean dental hygienists and dental hygiene learning goals.Methods: This study performed a relationship analysis based on a second job analysis study of dental hygienists conducted by the Korea Health Personnel Licensing Examination Institute and the learning goals of the Korean Dental Hygiene Faculty Association.Results: Based on the links between the task and learning goals of the dental hygienist, they were classified into six types: 1) tasks listed in the license exam and learning goal, 2) tasks not listed in the license exam but listed in learning goals, 3) tasks not listed in learning goals, 4) learning goals not related to tasks, 5) learning goals listed in a few tasks, and 6) tasks related to several learning goals. The results showed that most of them correspond to the 5th classification, followed by the 3rd and 4th categories, which are mostly basic science learning goals. Tasks without learning goals are not included in the curriculum; thus, the curriculum needs to be supplemented. The overlapping learning goals of several subjects for one job skill must be reduced in job-oriented education.Conclusion: We suggest that the dental hygiene curriculum be developed based on task analysis and reflected in the national dental hygienist exam. The clinical practice performance of dental hygienists will take further leap forward through task-oriented education.

#Curriculum #Dental hygienists #Task performance and analysis

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