
Oral health is closely linked to systemic health and quality of life, with its systematic management becoming increasingly important. According to the WHO Global Oral Health Status Report 2022, approximately 45% of the global population experiences oral diseases, resulting in annual economic losses of about $544 billion [1]. Oral diseases are gaining greater public health significance due to their strong correlation with major chronic conditions such as cardiovascular diseases and diabetes.
In this context, the role of dental hygienists is expanding from simple oral hygiene managers to comprehensive oral health promotion specialists [2]. Particularly in an aging society, there is a growing demand for their capabilities as community-based preventive oral health service providers. As seen in the case of Japan, within the community-based comprehensive care system, dental hygienists are key personnel contributing not only to oral health management but also to the promotion of overall physical health. This emphasizes the importance of expanding their scope of work in nursing facilities and interdisciplinary collaboration [3].
With the advancement of digital technology and the experience of the COVID-19 pandemic, there is a growing demand for new service delivery capabilities such as remote oral health care and the utilization of digital healthcare technologies. The importance of strengthening professional competencies and providing prevention-centered services is being emphasized as key factors for the future of the oral health field [4]. However, the current curriculum is focused on a clinical approach centered on individual patients, resulting in insufficient education from a public oral health perspective [5]. In particular, it is emphasized that integrating an oral health perspective into healthcare professional education curricula is crucial for strengthening interprofessional collaboration [6].
In this context, this study aims to systematically analyze the current status of public oral health education in domestic dental hygiene departments, identify structural issues in the current curriculum, and propose practical measures for curriculum improvement. Through this, we aim to contribute to establishing an educational foundation for strengthening future dental hygienists’ competencies in public oral health.
This study established a comprehensive search strategy to systematically review the literature related to the current status of public oral health education in dental hygiene departments. For the literature search, we used international databases including PubMed, Scopus, Web of Science, and EBSCO Dentistry & Oral Science Source, as well as domestic databases such as RISS and Korea MED. Additionally, we conducted a gray literature search through Google Scholar to minimize publication bias.
To enhance search accuracy, MeSH terms and free text terms were combined, utilizing Boolean operators with keywords such as “Dental Hygiene,” “Public Oral Health,” “Curriculum,” “Education Status,” “Improvement Strategies,” and their Korean equivalents.
The literature selection criteria were limited to peer-reviewed journal articles related to public oral health education or community dental hygiene education in dental hygiene departments, published in Korean or English from January 2010 to October 30, 2024. Conference presentations with only abstracts available, non-academic literature, and studies with low relevance to dental hygiene education were excluded from the analysis.
Literature selection was performed according to the PRISMA guidelines. After an initial screening through titles and abstracts of the searched literature, articles that did not focus on public oral health, had insufficient methodology, or lacked educational outcomes were excluded through a full-text review, resulting in a final selection of 22 articles. From the selected literature, information such as authors, publication year, research objectives, study design, and main results were extracted and systematically analyzed focusing on three themes: current status assessment, problem identification, and improvement suggestions (Table 1). The number of excluded articles at each stage and the reasons for exclusion were specifically recorded to ensure transparency in the literature selection process (Figure 1).
Table 1 . 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 0 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. |
2005 marked a significant turning point in Korean dental hygiene education. During this period, the dental hygiene process was formally introduced, and a Korean bachelor’s degree-centered curriculum was established with reference to the U.S. educational system [7]. This development is significant as it provided a systematic foundation for curriculum standardization and evidence-based practical skill enhancement.
Currently, Korean dental hygiene departments operate both 3-year and 4-year bachelor’s degree programs [8]. The curriculum is structured as follows:
First, the basic science domain includes subjects such as biology, chemistry, anatomy, along with introduction to dental hygiene and basic major courses. Second, the major required domain consists of subjects like clinical dental hygiene, preventive dentistry, oral health education, and dental radiology. Third, the clinical practice domain comprises in-school practice, clinical field practice, and community practice.
Public oral health-related courses consist of oral health education, oral health statistics, public oral health, community dental hygiene (2-3 credits each), and related practical training
(1-2 credits) [9]. Recently, health program development and evaluation courses are being introduced as part of integrated health promotion projects.
Recent major changes revealed three key trends: strengthening prevention-centered education, introducing integrated education models, and enhancing digital competencies. Particularly, there is emphasis on expanding preventive dentistry courses and strengthening oral health promotion program development capabilities. The analysis shows implementation of integrated theory and practice, problem-based learning (PBL), and expanded education in digital dentistry and telemedicine. While Korean dental hygiene education has progressed, findings indicate the need for strengthened public oral health education and community-based preventive approaches [10].
The content of public oral health education is broadly divided into basic theory and policy/program domains [11]. The basic theory domain covers epidemiology and prevention of oral diseases, and social determinants of oral health, while the policy/program domain includes oral health policy planning/evaluation and community oral health program development.
Key competencies include theoretical knowledge and application of dental public health and oral epidemiology, approaching community oral health problems through various data collection methods, assessing community oral health needs, resources, service quality and accessibility, planning community oral health promotion programs, implementing evidence-based systematic community oral health promotion programs, conducting community oral health education considering life-cycle characteristics, and selecting and applying evaluation indicators and methods for community oral health promotion programs. The curriculum needs to be restructured to expand health statistics coursework hours and enable step-by-step competency achievement.
Educational objectives are divided into knowledge and technical domains, with emphasis on understanding basic principles and analytical ability in the knowledge domain, and practical program development/operation skills in the technical domain [12]. The theory-to-practice ratio is 6:4 or 7:3, with a recent trend toward increasing practical training [13].
Recent educational trends show major changes in three aspects: digital transformation, integrated approach, and educational method innovation. The study reported strengthened educational content related to digital transformation, including remote oral health service education, digital healthcare technology utilization training, and data-based decision-making training [14]. Additionally, there is emphasis on integrated approaches such as interdisciplinary collaboration model education, holistic oral health care methodology, and community-engaged project implementation.
The curriculum undergoes regular evaluation with improvements focusing on strengthening practice-centered education, incorporating latest research trends, and reflecting community needs [15].
Public oral health education in major foreign countries shows the following characteristics:
The United States emphasizes public oral health education through specialized programs such as the BSDH-MPH (Bachelor of Science in Dental Hygiene - Master of Public Health) track in public health specialization. Some dental schools also offer dual degree programs (DDS/DMD-MPH) that combine dental degrees with a Master of Public Health (MPH). As of 2019, there were 29 dual degree programs operating across the United States and Canada. Additionally, in 2020, fifteen Dental Public Health (DPH) residency programs were accredited by the Commission on Dental Accreditation (CODA) in the United States [12].
In Europe, Dental Public Health is recognized as a distinct specialty, with educational programs focusing on community oral health education, health behavior promotion, assessment of oral disease distribution and determinants, and development of efficient healthcare delivery systems. Following the World Health Assembly Resolution of 2021, there has been further strengthening of public health approaches to oral healthcare [10].
In Japan, dental hygienist education, which emphasizes preventive dentistry, offers three distinct programs: a four-year bachelor’s degree, a three-year associate degree, and a three-year diploma program. In the four-year program, public oral health-related courses comprise 25% of the curriculum [16]. The programs include community-linked practical training through elderly oral health programs in senior care facilities, school oral health programs in primary and secondary schools, and industrial oral health programs targeting corporate employees.
The four-year dental hygienist training programs in Japan have expanded their scope by offering additional qualifications alongside the dental hygienist license upon graduation. For instance, Tokyo Medical and Dental University provides the option to obtain a social worker license, while Hiroshima University Dental School offers the opportunity to acquire a school nurse (health teacher) license [17,18].
At Nanyang Polytechnic in Singapore, the dental health program consists of a three-year curriculum. After completing two years of academic education and passing the final examination, students undergo one year of practical training in school oral health clinics. Upon completion of this program, graduates are deployed as school dental nurses in school oral health facilities. The program specializes in oral health education within multicultural environments, with mandatory coursework focused on enhancing cultural competency [19].
In Malaysia, dental professionals complete a two-year educational program followed by one year of field training. After passing the licensing examination, they are assigned to schools and health centers, where they work as school dental nurses, performing oral health education and preventive dental services.
In Thailand, dental nurse education consists of two years of dental technical training followed by an apprenticeship in public institutions. Upon completion, graduates work primarily in public institutions. However, detailed information about specific educational content is limited [20].
The domestic curriculum has developed since 2005 with reference to the U.S. model, but differences exist [7]. While domestic programs are mainly operated as 4-year bachelor’s degrees, overseas programs also offer dual degree programs combining bachelor’s and master’s degrees in public oral health. Furthermore, overseas curricula place greater emphasis on public oral health approaches, aiming to promote oral health for entire communities. While domestic curricula tend to be more practice-oriented, overseas programs tend to emphasize a balance between theory and practice (Table 2).
Table 2 . Comparative analysis of public oral health education in domestic and international dental hygiene departments
Categories | Domestic | Major international countries |
---|---|---|
Curriculum structure | 4-year Bachelor’s program-centered | Bachelor’s+Master’s in Public Health (dual degree) |
Educational focus | Clinical education focused on individual patients | Community-based integrated approach |
Public health perspective | Limited incorporation | Strong emphasis |
Practice-theory balance | Practice-oriented | Integrated theory-practice approach |
Interdisciplinary collaboration | Limited | Active interdisciplinary collaboration |
These analysis results suggest that there is a need to strengthen public oral health elements and expand community-centered integrated approaches in the curriculum of domestic dental hygiene departments.
Based on the analysis results of this study, the following suggestions are made for the development of public oral health education in domestic dental hygiene departments:
Firstly, diversification of the curriculum is required. Referring to cases from advanced countries, the introduction of dual degree programs in dental hygiene and public health should be actively considered, and it is necessary to strengthen the public oral health perspective throughout the curriculum.
Secondly, ensuring balance in educational content is essential. Moving away from the current clinical practice-centered education, a harmonious integration with public health competencies is needed, with a particular emphasis on strengthening community-centered preventive approaches.
Thirdly, establishing interdisciplinary collaborative systems is urgent. It is necessary to expand organic cooperative relationships with other healthcare fields and develop integrated educational models that reflect multidisciplinary perspectives.
These analysis results suggest that public oral health education in domestic dental hygiene departments needs to develop in a more comprehensive and balanced direction, referencing advanced overseas examples.
This study identified the following problems in current public oral health education:
Firstly, regarding structural issues in the curriculum, the current curriculum focuses on diagnosis, treatment, and restoration of individual patients, resulting in insufficient education related to public oral health. As a result, graduates have shown limited understanding of community oral health and preventive management [12].
Secondly, concerning the appropriateness of educational content, the focus on clinical skill acquisition has led to a lack of cultural competence and understanding of diversity, inadequate education on the connection between oral health and general health, and the absence of a comprehensive health management perspective [21].
Thirdly, in terms of practical relevance, current education is concentrated on training clinical-centered professionals, necessitating the introduction of problem-based learning (PBL), expansion of community engagement programs, and strengthening of field-based practical education [22,23].
Fourthly, regarding the reflection of community needs, there is insufficient incorporation of community oral health needs, particularly lacking education on addressing oral health disparities in vulnerable populations, specialized programs for rural areas, and education on telemedicine services [23].
These analysis results suggest the need for developing a comprehensive curriculum that reflects public health perspectives and community needs.
Based on the results of this study, we propose the following improvement measures for the public oral health education curriculum:
First, there is a need for systematic structuring of the curriculum and strengthening of public oral health-related courses [11]. Specifically, this should include an expansion of required credit hours and the implementation of progressive, advanced coursework. Furthermore, to enhance interdisciplinary collaboration, it is essential to develop linkage programs with departments of public oral health and operate multidisciplinary curricula [12].
Second, qualitative improvements in educational content are necessary. Key areas of focus include strengthening evidence-based dental hygiene principles, enhancing critical thinking skills, and developing cultural competency [24,25]. Particular emphasis is placed on improving understanding and responsiveness to clients from diverse cultural backgrounds.
Third, field-centered education should be expanded to strengthen practical competencies. This requires an increase in community-based learning programs, simulation education, and expanded opportunities for field practice [26].
Fourth, there is an urgent need to incorporate current educational trends. This includes establishing regular curriculum evaluation systems, utilizing VR/AR technologies, and reflecting international trends such as WHO oral health policies [6].
These improvement measures are expected to overcome the limitations of current education and serve as a foundation for nurturing future-oriented dental hygiene professionals. However, follow-up studies are required to verify the effectiveness of these improvements, particularly large-scale longitudinal studies targeting various educational institutions and evaluations of actual clinical applications.
This study systematically analyzed the current status of public oral health education in Korean dental hygiene programs and derived improvement measures. Based on the main research results, we present the following discussion points:
First, the current curriculum structure, which emphasizes clinical practice, has limitations in its public oral health perspective. Compared to educational programs in developed countries such as the United States and Europe, Korea’s curriculum places greater emphasis on dental assistance rather than preventive care, resulting in relatively insufficient community-based preventive approaches and public oral health elements [12,20]. In particular, there are significant deficiencies in addressing social determinants of oral health and health inequality resolution, which are emphasized by WHO. It is deemed necessary to expand the workforce allocated to elderly care facilities and home visits in local communities, extend insurance coverage systems, and enhance relevant laws and regulations. These improvements are considered urgent tasks for expanding the role and strengthening the expertise of dental hygienists.
Second, qualitative improvements in educational content are necessary. The current curriculum primarily focuses on technical skill development, resulting in limited cultivation of critical thinking and problem-solving abilities [25]. There is an urgent need to develop new competencies, particularly in areas such as integrated oral healthcare management skills required in an aging society, multicultural understanding and support capabilities in response to increasing multicultural families, workforce development, and digital healthcare utilization skills. To achieve these improvements, it is necessary to introduce innovative educational methods such as Problem-Based Learning (PBL) and simulation education.
Third, strengthening interdisciplinary collaboration is essential. Collaboration with other healthcare professionals is crucial for the integrated management of oral and systemic health [3]. The BSDH-MPH programs in the United States and integrated education models in Europe provide direction for such collaboration [10]. In Korea, there is a need to consider developing linkage programs with public health departments and expanding opportunities for multidisciplinary practical training.
Fourth, it is crucial to strengthen the reflection of community needs and practical connectivity. The case of Ho Chi Minh City University of Medicine in Vietnam demonstrates a distinctive practical education model integrated with mobile dental services in rural areas. Currently, there is a lack of region-specific programs addressing oral health disparities in rural areas and developing services for vulnerable populations [23]. Additionally, there is a need to develop new practical competencies, such as telemedicine service delivery capabilities and digital technology utilization skills, which have become prominent since COVID-19 [4].
This study has several limitations. These include the restricted temporal scope of analyzed literature, limitations inherent in literature selection and analysis by a single researcher, the confined analysis to only four-year dental hygiene programs, limitations in data collection methods through websites, the absence of perspectives from actual educational operators (faculty), and the inability to directly investigate actual operational conditions in educational settings.
For future research, we propose the following studies:
∙ Comparative analysis between three-year and four-year educational programs
∙ Empirical research through surveys of educational field conditions
∙ Validation studies on the effectiveness of curriculum improvement proposals
∙ Development of a Korea-specific model through international comparative studies
In conclusion, public oral health education in Korean dental hygiene programs should be improved focusing on four key directions: strengthening the public oral health perspective, qualitative enhancement of educational content, expansion of interdisciplinary collaboration, and incorporation of community needs. Through these improvements, future dental hygienists’ expertise can be strengthened, ultimately contributing to the promotion of public oral health.
This study is significant in that it systematically analyzes the current status of public oral health education in Korean dental hygiene programs and derives improvement measures through comparison with international trends. The findings reveal that the current curriculum, due to its clinical practice-centered structure, has limitations in its public oral health perspective and shows insufficient community-based preventive approaches.
Particularly, there is a notable lack of focus on social determinants of oral health and health inequality resolution as emphasized by WHO, and an urgent need for developing integrated oral healthcare management competencies required in an aging society [1,4]. To overcome these limitations, the following improvements are necessary:
First, curriculum restructuring is required to strengthen the public oral health perspective. Referencing the BSDH-MPH programs in the United States, development of linkage programs with public health departments and expansion of required credit hours should be considered.
Second, qualitative improvements in educational content are necessary. There is an urgent need to reinforce educational content for developing new competencies, including critical thinking skills, cultural competency, and digital healthcare utilization abilities.
Third, strengthening interdisciplinary collaboration and reflecting community needs are crucial. This includes expanding opportunities for collaborative practice with other healthcare professionals and developing region-specific programs [3,20].
While this study is significant in presenting the limitations of current curricula and suggesting improvements through literature analysis, it is limited by the inability to directly investigate actual operational conditions in educational settings. Future research should include in-depth case studies of individual educational institutions and empirical research through evaluation of educational outcomes.
In conclusion, curriculum reform with enhanced public oral health perspective is urgently needed to strengthen future dental hygienists’ expertise and promote public oral health. This requires organic cooperation between educational institutions and practical fields, government policy support, and continuous curriculum evaluation and improvement.
No potential conflict of interest relevant to this article was reported.
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