
Summary of the final selected literature
No | Author (year) | Research purpose | Research design | Main results |
---|---|---|---|---|
1 | WHO. Global Oral Health Status Report (2024) [1] | Understanding the global oral health situation Providing oral health-related data and information Supporting political action and resource mobilization to improve oral health |
Collecting and analyzing oral health data from WHO member countries Using global health indicators (e.g. DALYs) Including data up to March 2022 |
Half of the world’s population (approximately 3.5 billion people) has untreated oral disease. The number of patients with oral disease has increased by 1 billion in the past 30 years. Global oral health care spending is approximately $390 billion. Socioeconomic inequalities are widening the oral health gap. Most oral diseases are preventable with public health measures. |
2 | Nagatani et al. (2022) [2] | To analyze changes in dental hygiene students’ perception and perspectives on oral health professionals. | Qualitative research method. Analysis of 75 dental hygiene students’ reflection reports. Text mining analysis technique used. Pre- and post-comparative analysis conducted. | Expanded students’ awareness of oral health professionals. Increased awareness of the importance of interprofessional collaboration. Improved understanding of the importance of patient-centered care. Confirmed the educational effectiveness of interprofessional education. |
3 | Ohara et al. (2021) [3] | To investigate the daily work and work intentions of dental hygienists working in Japanese nursing facilities. | Analysis of the 2019 Japanese Dental Hygienist Survey Data. A cross-sectional nationwide survey. Targeting dental hygienists working in nursing homes. Statis Qualitative research methods. Expert panel interviews and surveys. Using scenario writing approach. Applying STEEPV analysis framework. Using 3-step Delphi technique.tical analysis performed. |
Main daily tasks: oral hygiene management, meal assistance, oral function training. 80% of dental hygienists have a positive attitude toward working in nursing homes. Professional growth opportunities and teamwork influence the willingness to work. Job satisfaction and work environment are important factors. Confirming the importance of the role of dental hygienists in nursing homes in an aging society. |
4 | Mehrolhassani et al. (2024) [4] | To identify key factors influencing the future of oral and dental health in Iran and develop scenarios. | Qualitative research methods. Expert panel interviews and surveys. Using scenario writing approach. Applying STEEPV analysis framework. Using 3-step Delphi technique. |
Identification of 6 core areas (society, technology, economy, environment, politics, and values). Derivation of the need to improve the quality and accessibility of oral health services. Emphasize the importance of technological innovation. Economic factors have a significant impact on the use of oral health services. Development and presentation of 4 future scenarios. |
5 | Bae et al. (2016) [5] | The purpose of this study is to provide basic data for seeking a systematization plan for competency-based curriculum by analyzing the curriculum of the Department of Dental Hygiene at G University, focusing on the core and detailed competencies of dental hygienists. | Research subjects: 51 subjects out of 59 subjects operated by the Department of Dental Hygiene at G University. Research period: April 1 to May 30, 2015. Analysis method: systematically organized by subject name, core competencies, detailed competencies, achievement goals, lecture hours, weekly class topics, and learning objectives. Three experts in related fields evaluated the correlation between the curriculum and competencies. |
The curriculum is operated with the goal of achieving at least 1 (maximum 22) dental hygiene competencies in all subjects. It takes an average of 13 hours to achieve 1 competency (minimum 2 hours to maximum 30 hours). The number of achievable dental hygiene competencies increases as the grade level increases. In particular, the number of target competencies increases rapidly from the second semester of the third year. “Utilizing basic medical and dental clinical knowledge in dental hygiene management process/patient management.” More than 20 subjects with the most competencies are allocated with more than 900 hours of class time. |
6 | Gill et al. (2022) [6] | To study ways to effectively integrate oral health content into the curriculum of health care professionals. | Literature review/case study analysis. Establishment of expert advisory group. Development of curriculum model. Evaluation of pilot program. |
Identify key elements of integrated oral health education: Basic oral health knowledge/clinical practice experience/interprofessional collaboration. Success factors for curriculum integration. Identify improvement in students’ oral health competencies. Promote interprofessional collaboration. Propose an integrated curriculum model. |
7 | Kwak et al. (2023) [7] | To develop a definition and classification system for dental hygiene interventions based on the Dental Hygiene Process of Care. | Using the Delphi technique. 3-round expert panel survey. Participation of experts such as dental hygiene professors and clinicians. Content validity verification. |
Establish a standardized definition of dental hygiene interventions. Derive six major intervention areas: Assessment/evaluation, diagnosis, planning, implementation, evaluation, and documentation. Classify detailed intervention items for each area. Establish a systematic standardization foundation for dental hygiene practice. |
8 | Lee and Kim (2014) [8] | The purpose of this study is to investigate the perception of dental hygienists on the integration of dental hygiene education into a 4-year program and provide basic data for future reform of the curriculum and search for directions for integration. | Research subjects: 302 dental hygienists in Seoul and Gyeonggi areas. Research period: May 1 to 30, 2013. Research method: self-administered questionnaire. Survey contents: 6 questions on general characteristics, 5 questions on curriculum awareness, 8 questions on degree acquisition expectations. Analysis method: frequency analysis, t-test, ANOVA, χ2 test conducted using SPSS 18.0. |
Awareness of the curriculum. ‘Sufficient to acquire dental hygienist expertise’ was the highest at 4.15 points. ‘Experience of discrimination due to educational background’ was the lowest at 2.07 points. Expectations for obtaining a degree and continuing education. The overall average was 3.23 points, which is average. The higher the educational background, the higher the expectations. The 4-year program (3.42 points) was higher than the 3-year program (3.20 points). Opinions on the integration of 4-year programs (similar levels with 49.7% in favor and 50.3% against). Reason for favor: ‘Providing wide educational opportunities’ (60.0%) was the highest. Reason for disagreement: ‘I do not feel any clinical difference between 3-year and 4-year programs’ (74.3%) was the highest. In conclusion, the research team suggested that a comparative investigation and additional research on the overall curriculum, including 3-year, 4-year, and specialized courses, are necessary for the advancement of dentalhygiene studies. |
9 | Lee and Hwang (2019) [9] | By collecting, analyzing, and reporting on the curriculum of domestic 4-year dental hygiene departments, we discuss the overall direction of improvement in dental hygiene education. We provide basicdata for each school to compare its curriculum with that of other schools. | Subjects: 23 universities out of 27 4-year dental hygiene departments in Korea Period: September 2, 2018 to November 5, 2018 Method: data collection through survey of major curriculums posted on university websites or email responses Analysis: subjects were classified into clinical dental hygiene, social and educational dental hygiene, basic dental hygiene, clinical dental support, and others and analyzed |
Curriculum Structure, Average Major Credits: 104.9 credits, Average Major Subjects: 34.3 Credit Distribution by Area. Clinical Dental Hygiene: average 33.9 credits (37.5% of total) Clinical Dental Support: average 30.6 credits (29.2% of total) Basic Dental Hygiene: average 21.8 credits (20.8% of total) Social and Educational Dental Hygiene: average 13.6 credits (13.0% of total) Main Features. Clinical Dental Hygiene: all schools use integrated subject name Clinical Dental Support: 56.5% use integrated subject name ‘Dental Clinical’ Health Insurance-related subjects: 95.7% opened, Dental Management-related subjects: 60.9% opened Dental Hygiene Research-related subjects: 82.6% opened In conclusion, 4-year The Department of Dental Hygiene is showing a trend of changing from clinical dental hygiene to integrated education in dental clinical science, and is characterized by the operation of courses related to dental hygiene research. |
10 | Bayat et al. (2022) [10] | To analyze the impact of changes in dental personnel on oral health in a developing healthcare system. | Longitudinal study design. Analysis of oral health indicators. Survey of dental personnel status. Statistical analysis. Correlation analysis. | Impact of workforce distribution: urban-rural gap, accessibility gap, treatment outcome gap Key findings: relationship between workforce increase and oral health improvement, regional imbalance problem, quality gap in health care services. Policy recommendations: need for workforce deployment strategy, measures to resolve regional gaps. |
11 | Gouda et al. (2023) [11] | To investigate and evaluate the current status of public oral health education in dental schools in Egypt. | Cross-sectional survey study. Targeting public oral health faculty members of dental schools in Egypt. Conducting an online survey, investigating curriculum, teaching methods, and evaluation methods. |
Most universities operate public oral health as a required subject. Maineducational contents: preventive dentistry, epidemiology, medical system. Teaching methods are mainly lectures and seminars. Lack of practical and field experience confirmed.Insufficient use of digital learning tools. Need for standardization of curriculum identified. |
12 | Ramos-Gomez et al. (2024) [12] | To follow up on the professional practice and career development of graduates of the Pediatric Dentistry/Public Health Dual Degree Program over a 12-year period | 12-year longitudinal follow-up study. Survey of program graduates. Conducting in-depth interviews. Analysis of career paths and practical applications. |
Most graduates are working in both clinical and public health fields. Dual degrees have a positive impact on career advancement. Demonstrated application of prevention- focused approaches in practice. High levels of participation in community oral health programs. Demonstrated improved leadership skills. Demonstrated long-term effectiveness of dual degree programs. |
13 | Lee et al. (2021) [13] | To identify facilitators and barriers in the initial introduction process of the Global Health Starter it Curriculum | Qualitative research methods. Conducting in-depth interviews. Case studies of early adopting institutions. Thematic content analysis. Conducting multi-institutional research. | Facilitating factors: innovative culture of the institution, leadership support. Faculty commitment, availability of resources. Barriers: difficulty in integrating with existing curricula. Resource constraints, organizational resistance, Suggestions for successful implementation: a phased approach is needed, Stakeholder engagement is important. Establish a system of ongoing support. |
14 | Hammouri et al. (2024) [14] | To investigate the perception, behavior, and awareness of oral health among children and parents in Jordan | Cross-sectional survey. Survey of child-parent pairs. Structured questionnaire. Parallel interviews. Statistical analysis. | Awareness level: parents’ oral health knowledge level varies. Lack of awareness of the importance of prevention. Differences in awareness of the need to visit the dentist.Behavioral characteristics: lack of regular dental visits. Need to improve toothbrushing habits. Insufficient practice of preventive care. Improvement required: Strengthening oral health education. Need for a room-centered approach, development of parent education program. |
15 | Yigletu et al. (2021) [15] | To evaluate the effects of undergraduate students’ participation in CBPR classes on short-term learning outcomes and long-term impact. | Using mixed-methods Surveys and in-depth interviews For students who participated in CBPR classes from 2012 to 2018 |
Improving students’ understanding of CBPR and practical skills. Promoting community participation and collaboration skills. Positively influencing students’ career choices and professional development in the long term. Improving research ethics and social responsibility. |
16 | Jiang et al. (2021) [20] | To compare and analyze the self-evaluation of students in two dental education programs (post-baccalaureate and integrated programs) in Korea. | Cross-sectional survey study. Dental school students and dental school students. Self-assessment questionnaire used. Statistical analysis performed. Comparative analysis between two curricula. |
Differences by curriculum: self-assessment of clinical ability. Recognition of professionalism, academic satisfaction, Common characteristics: level of basic medical knowledge, recognition of importance of clinical practice, derivation of necessity for curriculumimprovement, confirmation of strengths and weaknesses of each system. |
17 | Lieneck et al. (2023) [21] | To identify facilitators and barriers to oral health care among low-income women and children in the United States. | Descriptive literature review. Analysis of relevant research and policy literature. Analysis of factors affecting access to healthcare. Case study review. |
Economic burden identified as a major barrier. Lack of health insurance coverage identified. Cultural and language barriers exist. Emphasize the importance of community-based programs. |
18 | Choi et al. (2022) [24] | Development and application of a problem-based learning (PBL) module to improve integrated thinking and problem-solving skills of dental hygiene students Evaluation of the effects of improving problem-solving skills and self-efficacy before and after applying PBL |
Subject: 31 4th year students of G University Dental Hygiene Department. Period: 15 weeks, PBL course applied to 3 topics. Measurement: evaluation of problem-solving ability (32 items) and self-efficacy (22 items) before and after PBL application |
Problem-solving ability average increased by 0.28 points from 3.37 to 3.65 (p<0.001). Self-efficacy average increased by 0.21 points from 2.67 to 2.89 (p<0.05). A significant positive correlation was confirmed between problem-solving ability and self-efficacy (r=0.626, p<0.001). Proof that PBL is effective in improving problem-solving ability and self-efficacy of dental hygiene students. |
19 | Veiga et al. (2023) [22] | Evaluation of the current status of community-based oral health education programs. Collection of basic data for establishing future oral health promotion strategies. Analysis of the effectiveness of community oral health education. | Cross-sectional survey study. Oral health status assessment. Oral health knowledge and behavior survey. Descriptive statistics, correlation analysis, multivariate analysis. |
Improved oral health knowledge of participants. Improved oral health behaviors. Increased awareness of preventive oral care. Increased accessibility to community outreach programs and increased community participation. |
20 | Nghayo et al. (2024) [23] | To systematically review the status and effectiveness of community participation programs to promote oral health in rural communities. | Scoping review. PRISMA-ScR guidelines were followed. Five databases were searched. Qualitative data analysis. Program characteristics and outcomes analysis. |
Effective program characteristics: community-centered, culturally conscious, sustainable approach. Key success factors: local leadership engagement, resource optimization, community capacity building. Identification of program sustainability issues. Need for development of systematic evaluation methods. |
21 | Meschi et al. (2024) [25] | To evaluate the effectiveness and student satisfaction of discussion-based learning methods in dental education. | Experimental study design. Dental students. Discussion-based class. Evaluation of learning effectiveness and satisfaction. Pre-post comparative analysis. |
Improved academic achievement after discussion learning. Enhanced critical thinking skills. High student satisfaction. Improved clinical decision-making skills. |
22 | Ji et al. (2022) [26] | Comparative analysis of student satisfaction, educational connectivity, and self-awareness in Korea’s dual dental education system (3+4 and 4+4 systems). | Subjects: 109 students in the 3+4 program and 143 students in the 4+4 program, a total of 252 dental school students. Method: survey using a 5-point Likert scale. Measurement items: satisfaction with undergraduate courses, connection between undergraduate and graduate school curriculum, and self-evaluation of core competencies of dental school graduates. |
Overall educational satisfaction was higher in the 4+4 system than in the 3+4 system (p=0.003). Curriculum connectivity: 4+4 system: highly perceived connectivity in the natural sciences. 3+4 system: highly perceived connectivity in the medical, humanities and social sciences. There was no statistically significant difference between the two systems in self-assessment of core competencies. |