Impact of Culture, Geographic Location, and Oral Health Literacy on Dental Hygiene Practices

Impact of Culture, Geographic Location, and Oral Health Literacy on Dental Hygiene Practices

Isis Marsh

Dental Hygiene

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

Setting the Table Across Cultures: A Scaffold Approach to Intercultural Knowledge & Competence

Setting the Table Across Cultures: A Scaffold Approach to Intercultural Knowledge & Competence

Dolores C. Urena

Hospitality Management / School of Professional Studies

HMGT 2305 / Dining Room Operations (Lab)

Activity Description: Provide a brief description of the activity

In this three-part assignment, students identify, explain, and demonstrate the differences and similarities involved in the provision of dining experiences across different cultures in comparison to the specification of fine dining service as practiced in the dining room laboratory at City Tech.
Part I: OpenLab (Week 3 of the semester)
• Students individually post a picture of a tabletop setting different than the one learned in class.
• Students are required to post with the picture a short description of why the setting (silverware, china, glassware, table, etc) is different or similar to the one practice in dining room laboratory.
• Each student is required to comment on two other posts-more are welcome.
Part II: Collaborative Research Paper/ Self Reflection (After an in-class discussion on OpenLab postings, the instructor assigns groups on Week 4 of the semester)
• Students will be placed into groups of three to conduct research on the significance of the tabletop setting, and dining and service etiquette they have selected.
• Individually students are required to write a personal reflection paper.
• The instructor will provide prompt questions and instructions to assist students with the research and reflection papers.
Part III: Final Group Project / Presentation (Week 14 of the semester)
• Each group will submit a two-page research paper.
• Each group will explain and illustrate in class the tabletop setting they have selected.
• Individually students will submit a one-page personal reflection paper.

Learning Goals: What do you aim to achieve with this activity?

The purpose of this assignment is for students to interact and build a consensus that supports knowledge of an expanded cultural worldview. The assignment scaffold approach will help students assimilate the awareness, sensitivity, and proficiencies needed to succeed in the multicultural industry of hospitality. To do well in their chosen field, they will need the ability to interact, adapt and build relationships effectively across cultures.
Learning Goals associated with:
• Global / Multicultural Orientation
• Lifelong Learning
• Communication
• Information Literacies
• Professional / Personal Development

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?

The instructor distributes the three-part assignment on the first day of class.
Part I – Week 3 of the semester:
• Out of class time is expected to obtain, and post picture/comments on OpenLab.
Part II – Week 7 of the semester:
• An in-class two-hour workshop at City Tech Library.
• Additional out-of-class time is expected to conduct research before and after the workshop.
Part III – Week 14 of the semester:
• An in-class five to ten minutes presentation.
• Additional out-of-class time is expected to write assignments.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Part I – Knowledge of OpenLab:
• The instructor will instruct students on how to use OpenLab.
Part II – Visit to City Tech Library
• The instructor will give instructions to the students on how and what to research and reflective questions to contemplate will be provided.
Part III – Review Expectations:
• Preparation for final group presentation will be discussed in class.
• The instructor will provide students with the appropriate guidelines and rubrics to complete assignments.
The semester-length three-part assignment is medium-to-high stakes-15% of the final grade.

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?

The assignment will be assessed using the Intercultural Knowledge and Competence Value Rubric, as well as an additional rubric evaluating the quality of the presentation and teamwork.
Written assignments will be graded using an appropriate writing intensive course rubric.

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?

This information is not available yet. The activity has not 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

Perception of homecare

Perception of homecare

Catherine Monchik

New York City College Of Technology

Principles of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

All students are required to take a “Prevention Exam” in Den 1200 lab. This exam consists of two components which consist of having the student teach home care to patients during two visits. The patient needs to have a 30% plaque score, with a minimum of 20 teeth present and 7-10 days between the two visits. The first visit will include assessing initial skills and homecare regimen, disclosing patient with solution so you can visualize where improvement is needed,  and choose an appropriate aid (flossing, brushing, interdental aid etc). On the second visit and second part of the exam, we check the patients compliance and technique. The student can reinforce what was originally taught if patient needs more assistance. Then we disclose again, to choose another aid, if the patient seems comfortable with the original method taught. The second aid will access another area of the teeth that the patient is finding difficult to reach and keep clean. The student will be required to write a reflection of both visits on the perception of value, of homecare taught due to their cultural background. They will need to analyze the patients level of ability to learn new skills. The assignment will be posted on openlab using only the patients initials with at least one paragraph.

Learning Goals: What do you aim to achieve with this activity?

There will be different goals from this assignment for the students to learn. The student will decide, based on the need of their patient, which aid is appropriate. By seeing the visible plaque with disclosing solution, the student should be able to choose the right aid. At the follow up appointment, check if the patient is compliant and has the ability to use the aid correctly. At this time we need to reinforce aid or introduce a new aid for another area that needs help. The student will see what worked or did not work, and why. The reflection will teach the student that along with dexterity, and ability to perform the aid, that compliance is essential. There are other barriers, such as cultural beliefs and background that have a big impact on accepting prevention measures. Professional development along with diversity learning will help the student grow as a better clinician.
*The student will gain knowledge from cultural self-awareness and knowledge of cultural worldview frameworks.
*Demonstration of skills of verbal and nonverbal communication and attitudes of openness will also be assessed.

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 assignment will be discussed in the beginning of the semester. The student will post it on open lab one week after the completion of their prevention competency. It can be submitted at any time before the end of the semester. There will be no classroom time devoted to this. The out-of class time will require one to two hours.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The preparation of this assignment is minimal. The prevention competency is found in the back of the students clinic binder for them to review. After completing the competency, the student will have one week to write the reflection and post it on open lab. The student will analyze the the perception of value for homecare based on the patients cultural background. It will be a short paragraph reflecting the background of their patient. It will need to be submitted on time, with correct spelling, grammatical format and quality content. This reflection is a low stakes assignment, having a small percentage of their overall Den 1200 lab grade. Failure to complete the assignment will have a deduction of ten points to their final Den 1200 lab/lecture grade.

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 assignment is geared towards second semester dental hygiene students, and not a college wide assessment tool. The grade will be determined on the completion of the assignment and the use of the Intercultural Knowledge and Competence VALUE Rubric.

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?

As of right now, we do not have this implemented in our Den 1200 lab. If we did, I believe our students can learn a lot about their patients. Cultural backgrounds have a big impact on how patients perceive value in homecare and prevention measures in their dental health. Compliance is not only the reason, it is an understanding of what we believe in.

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