My first literature review explored the differences between Baccalaureate and Diploma education for the Dental Hygienist. At the time, not a lot of literature was available on the topic, but fortunately articles published by professors in my school allowed me to learn from this topic. My partner and I synthesized information and this further emphasized to us why it is important that we are in our current program. As dental hygiene is a dynamic field with growing evidence, the education level must increase as well to ensure future hygienists have adequate knowledge to become competent professionals.DHYG 210 Lit Review
Artifacts
Research Use: Investigation of Pathogenic Cocci and Staph Infections
In my last year at UBC, we shifted the focus back to microbiology and how this relates to dental hygiene practice. My group focused on pathogenic cocci and staph infections. Topics discussed included oral manifestations, and how to prevent transmission. I learned from this assignment that continued adherence to standard infection control and prevention is essential to minimizing/eliminating transmission of infectious micro-organisms. Hand hygiene is the single most important factor in disease prevention and transmission.Pathogenic Cocci and Staph Infections Report
Critical Thinking: Problem-based Learning (PBL)
Each year, we engaged in problem-based learning sessions with about a quarter of our classmates. The problems are designed to stimulate our learning in many ways so that we are well-rounded in our analysis of a client case, and are able to deliver client-centred care in multi-faceted ways. These aspects include analysis by behavioural theories, health history, medication, and referrals. Most were analyzed using the Dental Hygiene Process of Care model.
Critical Thinking: Statistics Course
In third year, we were enrolled in a statistics course that pushed our limits in terms of analyzing data. Not only did we have to analyze a case, our work was switched with another group’s (on purpose) to critique and learn from others. This proved difficult as there was a word limit on the assignment, which limited the amount of information we could put in the assignment. I learned from this the priority of important information versus information that does not matter as much in terms of relaying the underlying theme of the study.
401 Assignment 2- Stage 2 DHYG 401 Assignment 2 Case Analysis_ Stage 1
Coordination: Nutrition Assignment
In third year, we were enrolled in a nutrition class with a specialist to learn more about how the items that we consume affect our oral and overall health. Our assignment was to find a recipe and alter it so that it becomes more healthy. My group chose fried rice as we were all of Eastern Asian descent, and it is a staple for our culture. Eastern Asian cooking usually utilizes a lot of fatty substances such as oil and monosodium glutamate (MSG). Therefore, we played around with the contents of this to create a healthier but still delicious dish. The coordination piece comes from when we actually tried to cook the fried rice, we really did require the four of us to work as a team to cook enough for the class. Duties delegated included, chopping/preparing ingredients, cooking, cleaning up/washing dishes. We were forced to meet before our class at 2 PM because we did not want to make it the night before, compromising the quality of the food. Therefore, time management and efficiency was key.
Collaboration: Oral Lesions Case
In third year, we were enrolled in an oral medicine course with Dr. Laronde. The course proved to be difficult as this was our first in-depth exposure to oral lesions. The class was divided into groups for Case 1 and worked on each case together to dissect the issues. I learned a lot about the importance of collaboration as studying each oral lesion/disease was a long and laborious process. With the help of my classmates, we each contributed our knowledge and research which expedited the process of the assignment.
Coordination: Developmental Disabilities Association
In third year, I was sent to the Developmental Disabilities Association to educate the clients about oral health care. In a group of three students, we first conducted a verbal assessment of the clients’ needs. Subsequently, we conducted lessons in both a verbal and interactive manner, in order to garner more interest with the population. With this assignment, I have learned to collaborate with my colleagues as it was not always easy to think of ways to describe oral health terms simply. Also, we learned to delegate tasks to each individual so that the lesson would run more smoothly. Tasks included controlling the music (for ZUMBA), handing out information, leading the group and more.
Collaboration: Interprofessional Education
I was able to participate in the UBC Health Connect in 2017 and learned a lot about the need for each profession to collaborate. Interestingly enough, I realized how small my program is compared to the other health-care programs available at UBC. I realized that there is an increased need for each and every one of us dental hygiene students to be competent and knowledgeable in our disciplines. During the session, we were given ethical dilemmas and asked to answer them based on each one of our profession’s code of ethics. One thing I learned about collaboration through this activity is that sometimes, different aspects are not incorporated into the scope of each profession, which further highlights the need for inter-professional collaboration. If I am not sure about something but I feel the topic is better encompassed by another profession, always refer!
Communication: ISSofBC
My first experience in community was at the Immigrant Services Society of British Columbia.(1) We participated in a class learning English. In my group of four students, I was able to first do an assessment of the oral health literacy of the class, and then devise a couple lessons regarding simple words to teach the class. The class was engaged and interactive, and we were able to make use of technological resources such as the SMART board to make the lesson fun. At the end of the sessions, a fieldwork report and presentation was delivered to our dental hygiene class.
Community Fieldwork Oral Presentation Community Fieldwork Service Report Lesson 3_ Step by Step Dialogues Community Assessment Survey
- Immigrant Services Society of British Columbia. Available from: https://issbc.org/
Communication: Weekly Patchwork Journal
Throughout second year, I have learned and grown a lot in my developing dental hygiene practice. I learned to value clinic time as this is what will expand my knowledge in different or unusual cases. Making the proper referrals, both for oral medicine and to the dentistry program will help alleviate my client’s chief concern. I also learned the importance of all protocols as this is critical in shaping the client’s understanding of my practice and will aid in building rapport with my clients. As well, it is my duty as a oral health professional to follow all protocols as detailed by the College of Dental Hygienists British Columbia (CDHBC). Upholding the highest level of professionalism is necessary to providing the best possible treatment.