Impact of Culture, Geographic Location, and Oral Health Literacy on Dental Hygiene Practices
Dental Hygiene Seminar III or IV
Activity Description: Provide a brief description of the activity
Dental hygiene students have applied previous learning from DH seminar and clinical instruction to integrate Medical/Dental histories and clinical findings to assess and determine the appropriate course of patient management and communication. This activity will require students to advance their patient management and communication skills by having them consider the impact of their patient’s culture, geography, and oral health literacy into their total assessments. As dental professionals, students must be prepared to communicate effectively in real-world scenarios and care for patients with differing levels of health knowledge and diverse backgrounds. Students will participate in a combined independent/collaborative project by gathering and researching patient information, and then working with peers to evaluate and discuss case reports.
Learning Goals: What do you aim to achieve with this activity?
This activity aims to encourage critical thinking that produces effective written and verbal communication with patients of various cultural/demographic backgrounds that have different levels of dental knowledge. The learning goals of each student is to correlate global and multicultural impacts into patient assessment, care, and communication, and to work collaboratively with others from diverse backgrounds. This project will progress students’ conceptual knowledge, reasoning and problem solving, cultural self-awareness, understanding of cultural worldview, and how to relate such experience into clinical application.
Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?
This student activity lesson is best suited for senior dental hygiene students. Thirty minutes of classroom time will be devoted to oral health literacy tools and interpreting findings. Students will then use thirty minutes of clinic time to conduct an interview. Two to four hours of out-of-class time is expected for this project; 1-2 hours of research/writing and 1-2 hours of collaboration with the group.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
Students will read an assigned article and view a video on oral health literacy and cultural sensitivity for supplemental learning before a 30-minute in-class lecture. Students will also be provided with an interview questionnaire and assignment instructions to follow accordingly. The activity will be a low-stakes assignment. To begin, students will work independently by interviewing one patient (with consent) on cultural background, demographic location, and oral health literacy. Individually students will explore patients’ cultures (beliefs, attitudes, customs, and diet), demographic location (access to transportation, care, and fluoridated drinking water), and oral health literacy findings (better or poorer than expected). Students will then write a research/case report (2 pages) with a reflection portion discussing if any of the information they acquired changed their perspective of the patient, and how communication and patient management may have been modified due to the additional information. The collaborative portion of the assignment will require students to present their case report on Open Lab and collaborate with peers (groups of four) to discuss and answer questions on similarities and differences between their patients and themselves.
Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?
This activity was developed using the AAC&U Intercultural Knowledge and Competence VALUE Rubric as a guide. Students will be evaluated using a rubric to assess writing quality, analysis & application, problem-solving & decision making, connection to course material, contribution to learning, and timeliness.
Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?
The activity has not yet been implemented.
Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.
Please share a helpful link to a pages or post on the OpenLab