Integrate experiential learning activities — community outreach projects, collaborative policy simulations, and applied research opportunities — into dental hygiene curricula¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 2 studies (2 review), q2 · 0 of 2 report an effect size · 5 claims rest on one study

Description¶

The review recommends that dental hygiene programs embed hands-on opportunities to build students' confidence in the weak domains of policy use, research, and advocacy. It states that "Dental hygiene programs could benefit from integrating experiential learning activities, such as community outreach projects, collaborative policy simulations, and applied research opportunities, to better prepare students for these roles." This targets the identified gap between theoretical knowledge and applied experience.

Design Implications¶

Context¶

Requirements¶

• Curricular capacity to add hands-on experiential activities beyond didactic instruction in policy use, research, and advocacy

Constraints¶

• The review notes the lack of practical experiences during education left students underprepared for policy advocacy, so didactic-only exposure is insufficient

Target Learners¶

• Dental hygiene students and new graduates

Target Learning Goals¶

• Policy use
• Research use and evidence-informed decision-making
• Cause advocacy
• Cultural competence

Claims¶

• Baccalaureate dental hygiene programs provide broader preparation than diploma/associate programs, though both lack sufficient applied learning experiences [+W]
• Dental hygiene graduates report persistent low confidence in policy use, research use, and advocacy relative to high confidence in clinical domains [+W]
• Independent-practice dental hygienists identify educational gaps in public health knowledge, business management, and communication skills [+W]
• Experiential learning in authentic clinical environments (community engagement, home visits, outreach rotations) was reported to produce the greatest positive impact on student attitudes, confidence, and perceived competence, but is the most resource-intensive [+W]
• In Sunell et al.'s confidence surveys, graduating students showed high confidence in clinical therapy and collaboration but very low confidence in policy use and advocacy [+W]

Related Strategies¶

• Incorporate clinical training in long-term care facilities, home visits, and interprofessional education into geriatric dental curricula

Examples¶

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Key Sources¶

• Asraf Suadah Ismail, Sethi Ahsan, Ali Kamran. (2026). Preparedness of Dental Hygiene Students for Clinical Practice: A Scoping Review. International Journal of Dental Hygiene. https://doi.org/10.1111/idh.70076