Personal Reflection

“If you can imagine it,
you can achieve it.
If you can dream it,

you can become it.”

From a young age I was told that I had the power to further myself in life, more than mother or my father, or my grandparents, or my great grandparents had. And somewhere in the passing of my life it became an undiscovered goal and desire to be educated, and to help out those in my life that I loved and seen struggle, painfully, throughout their lives all because of “financial crisis”. So at the age of sixteen I got a job as a bakery clerk in an Overwaitea Foods and I worked fulltime during holidays and probably much too many hours during the school year. I knew I was working towards a future, but I didn’t know what that future was, only that I was trying to do something right as I saved incessantly and miraculously achieved high grades.

It was my grade twelve year. I had enrolled in an English Literature class due to a slight interest in poetry and literature history, and the impact of that decision still affects me to this day. My English teacher, named Ms. Milliken (Clair), was a kind, passionate lady and excellent teacher and mentor and it is to her that I attribute my being here at UBC. At first I struggled in her class, but when I went to her for help she pointed me in the right direction and English literature became one of my passions. Somewhere in this time, I’m not so sure when, she also became my friend.

Dreams are often out of reach, out of reality, when you live day by day in a ceaseless pattern. Before I graduated Clair had shown me support, and made me believe in dreams and myself, and this unexpected kindness changed my life. Perhaps this sounds cliché, but the reality of my world had hid my dreams so that I was afraid to aim too high. The year following my graduation, I continued to work, upward of sixty-three hours a week when Overwaitea was undergoing renovations and I somehow managed to save enough to fund the first part of my education. But this wasn’t all I did; I also was busy with applications for student loans, and various universities and colleges around the province. Time passed. But I still was in contact with Clair, and on my birthday she gave me a card. Inside it was a message card with the quote, “If you can imagine it, you can achieve it. If you can dream it, you can become it.”

I now have the quote card propped beside my bedside table. It reminds me that dreams are possible. When I look at it I remember Clair and all my friends, coworkers and family back home who love and support me. It gives me inspiration when I struggle, and it makes me feel grateful to have such amazing people in my life.

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Reflection on my First Client Experience

My very first client that I had from my second year was a difficult P3 client, and I overcame the frustration and difficulties I was experiencing in order to value the situation as a learning experience. I feel I gained a strong rapport with that client, and I will always remember her. My experience with this client affected my attitude towards clinic for the rest of my second year, and much of my third year. It made me view the clinic as a place of high-stress, and I did not particularly like the clinic setting for this reason. However, I have always enjoyed my clients, it is simply the pressure that made me uncomfortable in the clinic setting, and to an extent, scared. While my classmates were experiencing relatively healthy clients, gaining their first positive experience in building clinical skills, I was constantly checking medications, blood pressure, performing research, investigating client management, learning about every restoration under the sun, and ever so slowly debriding a client who would still be considered on the more complicated side for me at my current level of clinical skill. I was incredibly lucky for this woman’s patience with me and the slow system of checking all intra and extraoral findings.

I am now very grateful for this client experience, it has allowed me to more effectively deal with stress, and work under pressure. It reinforced the value of organization. And my treatment planning and clinical therapy benefitted my client and her oral health. She was also my first experience with someone who spoke little english, which has come to benefit me in my final two years of education. Although I could have become overwhelmed, I dedicated myself to learning instead. I feel as if my very first client experience actually was a positive one. I built great rapport with my client, something I enjoy doing extensively, the change in client attitude is amazing once rapport is built. I truly believe I had a direct effect on my client’s oral health and attitude, a rewarding feeling that makes me strive to do the same for each client I encounter, and will encounter throughout my professional life.

Posted in 04: Clinical therapy | Leave a comment

Table Clinic

A method of disease prevention is education. This semester myself and three classmates created two table clinic for the vulnerable population of recent immigrants and refugees. The first table clinic is basic and demonstrates the indicators of a healthy/non-healthy mouth, and the second table clinic elaborates on how to prevent having an unhealthy mouth.
The development of two table clinics enhanced my communication abilities. As rounds of immigrants and refugees at varying levels of English language proficiency came to view the table clinic (designed with many visuals), I spoke clearly and at a slower speed. The table clinic I personally presented on was on “How to Prevent Having an Unhealthy Mouth”, therefore demonstrations with toothbrushes, floss, and pictures greatly magnified the clear and concise message.
It is through the two table clinics, meant to complement each other, that I was able to provide oral disease prevention through education, for an audience at a greater risk for disease.

Posted in 02: Oral disease prevention, Uncategorized | Leave a comment

Community Implementation with Toddlers Aged 1-3

Oral disease prevention is a large part of dental hygiene. In my community rotation for third year, I worked with a community dental hygienist through Vancouver Coastal Health to implement fluoride varnish to toddlers aged 1-3, coupled with oral hygiene instruction and education. Early childhood caries is preventable, and parent education can make the difference. This experience is highly valued by me, I gained experience with managing children and it enhanced my ability to talk with parents about their children’s oral health and to educate them on the caries disease process.

Posted in 02: Oral disease prevention | Leave a comment

Problem-Based Learning

Throughout the years of my degree I have partaken in many group-projects, including Problem-Based Learning (PBL). PBL is good for developing and practicing problem-solving, critical thinking, and working in a team in a highly respectful environment. However, there is much research that disputes the benefits of PBL.(1,2) To evaluate my own personal experiences with PBL and critically analyze it with research in a reflection will allow me to understand the processes involved in this type of learning, and whether it is as effective for others as it was for myself.

1. Azer SA, Problem-based learning. Saudi medical journal 2006; 22(4):299-305.

2. Vernon DT, Blake RL. Does problem-based learning work? A meta-analysis of evaluative research. Acad Med: J Assoc Am Med Colleges 1993; 68(7): 550-63.

Posted in 01: Professionalism, Uncategorized | Leave a comment

Water Fluoridation Research Paper

In my second year of my education, I had the experience of writing a research paper on Water Fluoridation, which I found very useful for the years following. Water fluoridation is a “hot topic”, and now I am well educated on both sides of the debate. I also learned, on a molecular level, how fluoride works. The value of this research is a great one, and to write my paper took critical thinking, research use, and investigation of the topic. Evidence based practice is still a culture in development for dental hygiene, and its use and development are essential for the “professionalization” of the title.(1) The UBC Bachelor of Dental Science  Degree Program takes an active step towards proving dental hygiene is capable of being a self-regulated profession that will make sound, evidence-based decisions and contribute to research. Being a part of this firsthand, I want to advocate for the profession through my use of research, and through demonstrating basic skills in conducting a literature review.

1. Cobban SJ, Evidence-based practice and the professionalization of dental hygiene. Int J Dent Hyg 2004; 2(4):152-60.

Posted in 01: Professionalism, Uncategorized | Leave a comment

Community Work at the Union Gospel Mission

The most difficult clinical experience I have had thus far took place while I was performing community work at the Union Gospel Mission (UGM) in Surrey. At the UGM, which is a Christ-centered organization that provides basic living services to those in need. At the UGM my three classmates and I provided basic oral hygiene services to a vast range of people. Immigrants, refugees, native-born Canadians, educated individuals, individuals living in poverty, and those with alcohol or drug addiction came to the UGM, seeking our free services.

One client, in particular, was difficult for me in many ways. He did not speak English, he was a refugee from Somalia, and he had many medical complications. Born with epilepsy, he had eventually developed brain damage and would become angry when frustrated, and so I was to always have one of his family members with me. He did brush his teeth, though, for several minutes two to four times a day, with blood filling the sink each time. This man was 34 and had never been to a dental professional in his life.

Upon first examination of my client’s mouth, there was spontaneous bleeding occurring around many of his posterior teeth. The smell of his breath was distinct. Interestingly enough, he had no caries. Unsure of how to proceed, I did a periodontal assessment, to find periodontally involved pockets in each sextant that bled profusely. It was the type of case that should not be done in a community setting. After discussion with the family, the client’s wish and the wish of the family was to continue treatment in the community setting as best that could be done.

The debridement lasted a total of twelve hours, divided. Within those twelve hours I constantly had to attempt to accommodate my client, and his comfort. Though there was lack of spoken communication, body language can be clear enough. I did not push his comfort, and was able to use an ultrasonic, without which, I would not have been able to complete my client. My clinical skills doubled with this one client. I debrided in deep periodontal pockets, with use of instruments I had never used before, my favourite of which were the files.

Through this experience I gained an immense amount of knowledge. I now have more confidence when working with those of a completely different culture. Before this, I had never debrided so many deep pockets, nonetheless any 12 mm pockets. The experience also solidified my passions for helping people who need it most. The UGM has made a large impact not only on my clinical skills, but on my life.

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Care Conferences in Long Term Care

Care Conferences in Long Term Care

I have been given the opportunity within the last year to work in a long-term care facility. Not only does this give me experience working with elders, but also to develop my leadership and professional skills through attendance at care conferences. These conferences involve the collaboration and professional opinion of people from a variety of professions. A nurse, recreation coordinator, spiritual provider, dietitian, doctor, family member and the attending dental hygiene student (myself) gather together to discuss a particular elder at the long-term care facility, sharing information from each of our areas of expertise. These conferences allow for the opportunity to share concerns, questions, and the current quality of life of the senior. Updates on the elder’s well-being, medications, and other health concerns can be brought up and changed.

Attending these care conferences, one must take professional responsibility to be prepared to speak and share their assessments and form a professional opinion. As a dental hygiene student, I look at these conferences as an opportunity to be heard, and in another way, to promote dental hygiene as a profession through demonstrating knowledge and capabilities. It is rewarding to take part in this form of interprofessional collaboration, learning about different areas of health, and also seeing how working together with others can give more holistic care for a senior.

Posted in 01: Professionalism | Leave a comment

Cause Advocacy

In my final year of study at UBC, I was given the opportunity to develop a plan for taking action and advocating on a topic of choice, in order to bring about change. My partner and I chose the topic of “Rubber Cup Polishing”. I was interested in this topic because I self-identified my lack of knowledge in this area, and I felt strongly against the routine nature of polishing.

This assignment required the use of communication, research use scientific investigation, and leadership. We decided to promote selective polishing towards both the public and dental hygienists. In order to accomplish this, we created a situational analysis on the topic, decided on key messages and focused on three main points: routine dental polishing is unnecessary,(1-3) extrinsic stain can be managed and prevented at home,(4)  and selective polishing supports the best interest of the client. We then created two pieces of communication, one aimed at the public via and the other to Judy Lux of the CDHA, who is currently the acting Manager of Policy and Advocacy.

The first communication piece was the creation of a Facebook page, aimed at educating the public about the concept of selective polishing. Information about selective polishing is posted for the public in plain language with visuals. The second communication piece was the letter to Judy Lux, who is considered the first line of contact for change or implementation of CDHA position statements, practice guidelines and standards of practice. The goal with the letter was to have a call for action for the creation of a position statement, or other form of change. Although, this letter was not actually sent for it was only done for the assignment.

I valued this assignment, it allowed me to use some of my passions for advocacy in a way that was actually doable. Please see below for pictures of my Facebook page.

 

1. Darby ML, Walsh MM. Dental Hygiene Theory and Practice 3rd ed. Missouri: Saunders; 2010.

2. Jones CL, Milsom KM, Ratcliffe P, Wyllie A, Macfarlane Tv, Tickle M. Clinical outcomes of single-visit oral prophylaxis: A practice-based randomised controlled trial. BMC Oral Health 2011; 11(35):1-13.

3. ADHA: Prophylaxis position paper. [homepage on the Internet]. 2008 [cited 2013 Jan 28]. Available from: American Dental Hygienists’ Association, Web site: http://www.adha.org/resources-docs/7115_Prophylaxis_Postion_Paper.pdf

4. Hattab FN, Qudeimat MA, Al-rimawi HS. Dental discoloration: An overview. J Esthet Restor Dent 1999; 11(6):291–310.

 

Posted in 01: Professionalism | Leave a comment

Determinants of Health and their Impact on Community and Clinical Practice

For many years, both of my parents were commercial fishermen who dug clams. They did not graduate from school, but working as “clam-diggers” was a good career when it paid well, though that was not always the case. Income was dependent on the season, and the availability and quality of the clams. Eventually, this field of work became insufficient for income as prices dropped, legal digging openings became limited, and my dad’s back suffered. We did not always have medical or dental insurance for a good portion of my life, but my parents always ensured that my brother and I would see a dentist twice a year, despite not going themselves. The determinants of health have affected access to dental care, and oral health status for my parents. Income, education, work environment, and health practices are all determinants of health, including oral health.(1)

Up until entering university in the dental field, I had never considered why my family did not access dental care regularly. Oral health complications did not occur as frequently as might have been expected, but it seemed as if my parents would only go to our dentist if they were experiencing pain. According to Newman and Gift,(2) regular preventative dental care was accessed by people who had dental insurance, were high school graduated, and had no cost barriers. Without education, insurance, and steady income, paucity of dental visits by my parents confirms these findings. With an increase in education and income there was an increase in the probability of seeking preventative care. This is unfortunate considering that income and education are linked to oral health status with the burden of disease being heaviest on those with low socioeconomic status.(3)

The role of dental hygienists as advocates is something I feel very strongly about because I have personally witnessed how education and money act as barriers to dental care. Advocating for those who suffer poorer oral health based on circumstances outside their control is crucial for removing those barriers to care. If one is to be a competent health care provider who strives to eradicate health disparities, one must not be judgmental of others based on life circumstances. Being judgmental may lead to variance in quality and type of services provided by the practitioner. In a study by Brennan and Spencer,(4) variations in service provision for dental care were found to be associated with factors unrelated to oral health. Their findings suggested that better service is given to those with higher socioeconomic status. If the quality and types of services are being affected by judgments of socioeconomic status, it is important for the dental hygienist to act as an advocate in the clinic and community so that the needs of people of all backgrounds are met.

For both clinical and community practice it is important to be aware of the determinants of health and how they create health differences, and of any stereotypes one may hold so that everyone receives equal and optimal care. Being in university has educated me on socioeconomic status and determinants of health, topics for which I have been developing a passion. Dental hygiene gives me an opportunity to express my passion as an advocate, for having the option to work in the community, and having the ability to offer more accessible oral health care. To be competent in clinical and community practice, I must be prepared to deal with ethical issues based on quality/quantity of care for someone who needs may not be met due to money. Despite having minimal client experience, all of my clients do not have dental insurance and chose UBC as an inexpensive means to oral health. Now is the time to advocate and work toward making the health disparities caused by the determinants of health to disappear.

References

1. Mikkonen J. Social determinants of health: The Canadian facts. Toronto: York University School of Health Policy and Management; 2010.

2. Newman JF, Gift HC. Regular pattern of preventive dental services – A measure of access. Soc Sci Med 1992; 35(8):997-1001.

3. Timis T, Danila I. Socioeconomic status and oral health. J Prev Med 2005; 13(1):116-121.

4. Brennan DS, Spencer AJ. Influence of patient, visit, and oral health factors on dental service provision. J Pub Health Dent 2007; 62(3):148-157.

Posted in 03: Health promotion | 1 Comment