Earticle

Background: This study aimed to examine the effectiveness of role-play in dental hygiene education by analyzing learners’ perceptions and experiences of role-play classes. Methods: Role-play was used as a teaching method to run dental medical communication and practice classes for 31 3rd graders in the Department of Dental Hygiene to investigate the learner’s perception of role-play classes, effectiveness of the classes, and learner’s perception of the experience. The Mann-Whitney U test was used to analyze the differences in learners’ perceptions of the role-play classes according to the main characteristics related to dental health communication education. Results: The correlation coefficient between awareness of dental communication education (4.74 ± 0.35) and awareness of role-play classes (4.44 ± 0.48) was an Rs of 0.634, showing a significant positive correlation (p <0.001). Conclusion: Learners recognized that dental hygiene communication competency is important for dental hygienists. In addition, a strategic teaching design is necessary to reduce the learner’s burden on role-play considering the learner’s experience, which is perceived as a disadvantage of role-play.

Background: In this study, zirconia copings were fabricated by setting clinically acceptable inner values for prostheses using computer-aided design/computer-aided manufacturing (CAD/CAM). The processed copings were evaluated for the marginal and internal fit of each abutment shape with a CAD program using the silicone replica technique. Methods A total of 20 copings was produced by selecting models commonly used in clinical practice. After injecting the sample, the minimum thickness, internal adhesion interval, and distance to the margin line were set to 0.5, 0.05, and 1.00 mm using a dental CAD program, respectively. It was measured using a 2D section function in a threeway program of the silicon replication technology. Although the positions and number of measurements of the anterior and posterior regions differed, nine parts of each pre-tube were designated and measured by referring to a previous study to compare the two samples. Results As a result, the average margin of the mesial, distal, and buccal (labial) surfaces was 59.90 μm in the anterior region and 60.40 μm in the posterior region. The mean axial wall margin was 67.25 μm in the anterior region and 69.25 μm in the posterior region. In occlusion, the anterior teeth (77.70 μm), posterior teeth (77.60 μm), and both anterior and posterior regions were within the clinically acceptable range. Conclusion The edge and inner fit of zirconia coping manufactured using the CAD/CAM system showed clinically applicable results. To reduce errors and increase accuracy, materials and machine errors that affect the manufacture of prosthetics should be investigated. Based on our results, the completeness of prosthetics could increase if the inner value and characteristics of the material are adjusted when applied in clinical practice.

Background: This study was conducted to analyze the time for re-detection of bacteria after surface disinfection using wet wipes, isopropyl alcohol, and benzalkonium chloride antibacterial tissue and provide standards for reexecution of surface disinfection with wet and antibacterial tissues. Methods: Seven laptops were wiped with wet tissue and isopropyl alcohol and benzalkonium chloride antibacterial tissues. Test areas were rubbed with a sterile cotton swab at baseline and after 30, 60, and 120 min. After plating on a tryptic soy agar medium, the number of colonies was counted by culturing at 36.5℃ for 24 h. Results: The average number of bacterial colonies was 5.85 ± 4.33 before isopropyl alcohol wiping and nil after wiping. The average number of bacterial colonies was 12.28 ± 14.67 benzalkonium chloride wiping and nil after wiping. Before wiping with wet wipes, the average number of bacterial colonies on laptop surfaces was 3.42 ± 5.22. Bacteria decreased after wiping with wet wipes but increased again over time. Conclusions: Wet wipes can temporarily reduce bacteria but are unsuitable for removing bacteria.

Background: This study aimed to compare the remineralization effects of sodium caseinate and other substances on artificially demineralized enamel. Methods: We selected 25 healthy human premolars and molars and produced a total of 75 specimens by dividing them into five groups: control group, with distilled water; experimental group 1 (EG1), with 3% sodium caseinate; EG2, with 10% sodium caseinate; EG3, with casein phosphopeptide–amorphous calcium phosphate (CPP-ACP); and EG4, with 0.05% NaF. Subsequently, the specimens were immersed in an artificial demineralization solution for 60 min. The demineralized specimens were then immersed in a remineralization solution for 7 days. Surface microhardness was measured using a microhardness tester, and remineralized lesions were observed under a scanning electron microscope (SEM). Regarding statistical analysis, the paired t-test and analysis of variance were performed using the SPSS program. Results: Although the surface hardness of the remineralized lesions increased significantly in all groups (p <0.05), the average increment did not differ significantly between the groups. The surface microhardness of CPP-ACP was the highest, followed by that of 0.05% NaF and 10% sodium caseinate. The remineralization effect of sodium caseinate was similar to that of 0.05% NaF. SEM confirmed that all groups treated with the remineralization solution were remineralized. Conclusions: Although the remineralization effect of sodium caseinate was slightly lower than that of CPP-ACP, it was similar to that of 0.05% NaF. Therefore, to enhance the remineralization effect of sodium caseinate, the appropriate concentration and application time should be determined.

Background: Dental hygienists undergo 3 or 4 years of college education, and dental hygienist education must receive continuous feedback through evaluation. The purpose of this study was to compare the educational performance of students from the Department of Dental Hygiene in 2018 with those from other departments in the healthcare field. Methods: We used data from the National Assessment of Student Engagement in Learning, conducted by the Korean Educational Development Institute in 2018. The survey data of 55 dental hygiene students and 60 healthcare students at K University were provided after excluding all identifying information. An independent t-test was used for comparisons between the Department of Dental Hygiene and other healthcare departments. Results: Regarding class-related activities, dental hygiene students were passive in presentations, discussions, and projects and had significantly lower grades in cooperative learning and challenging learning. Regarding extra-class activities, dental hygiene students had significantly lower global learning and external experiences, domestic experiences, club activities, and interactions with professors. Regarding learning outcomes, students had significantly lower grades in writing, speaking, critical and analytical thinking, data evaluation, understanding of data meaning, problem-solving ability, goal setting and execution, core content extraction, human and material resource utilization, creative convergence thinking, statistical understanding and analysis, information technology use, collaboration, sense of community, stress management, time management, and foreign language proficiency. Conclusions: Dental hygiene education requires innovation in educational methods and efforts of instructors to improve poor learning activities and outcomes.