Massachusetts College of Pharmacy and Health Sciences NORWOOD, Massachusetts
PROBLEM STATEMENT: Life Course Theory is not part of the dental hygiene theoretical framework, which dental hygiene needs. Dental hygiene education could incorporate theory into its programs. This manuscript supports the NDHRA priority area of Professional Development: Education (discovery phase, evaluation of educational processes).
PURPOSE: Dental hygiene education lacks a strong theoretical foundation. The purpose of this novel basic qualitative study was to better understand the perceptions of program directors who lead bachelors’ degree granting programs about life course theory as an educational aspect of course curriculum.
METHODS: Basic qualitative design with phenomenological theory was used for individual interviews. Program directors were invited to participate through purposeful sampling via email. Demographic data was collected prior to interviews, which were conducted over Zoom. The PI used qualitative data analysis software and hand-coding for analysis; themes were identified. The research was granted IRB approval for the study on August 18, 2022 (1946488-1).
RESULTS: Data saturation was reached ( n=11 for demographics, n=9 for interviews). The average age was over 40, and the majority had a master’s level of education. A limitation was the low response rate. The themes identified: no knowledge of life course theory; lack of theory in hygiene education; the role of life course theory in hygiene curriculum; the role of life course theory in hygiene practice.
CONCLUSIONS: Those interviewed described the need for a robust theoretical basis for dental hygiene education. Results showed that program directors saw the utility and need for more theory as a foundation of dental hygiene practice, and that life course theory could be utilized in hygiene curriculum. Due to the low response rate, more study on the role of theory and LCT in dental hygiene education is needed.
All abstract authors: Jeanne M. Chambers, EdD, MPH, RDH
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