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Evaluation of advocacy projects in undergraduate and graduate dental hygiene leadership courses
Author(s) -
Rogo Ellen J.
Publication year - 2020
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/jdd.12166
Subject(s) - summative assessment , rubric , formative assessment , legislature , curriculum , dental hygiene , medical education , bachelor , medicine , nursing , psychology , political science , pedagogy , law
Purpose The intent of this investigation was to describe learners’ outcomes regarding a Legislative Advocacy Project and Health Policy Advocacy Project in required leadership courses in dental hygiene curricula. Methods The 7‐week legislative project was completed by Bachelor of Science (BS) in a traditional classroom setting and Master of Science (MS) degree dental hygiene students in an online course. The course requirement was a written paper all enrolled students completed, which comprised a significant portion of the final grade. Objectives were developed for topics presented and active learning strategies engaged students to extend learning to a higher level. Weekly activities provided a mechanism for formative assessment, and a rubric determined whether the objectives were met for the summative assessment. In 2016, the BS course was revised to include health policy, and the policy project was implemented. Results The majority of students earned A or B grades on the assignments. The overall mean for the BS legislative projects based on 4 years was 89.1 ( n = 104); the MS mean based on 12 years was 92 ( n = 81). The mean for the BS policy projects, based on 4 years, was 91.9 ( n = 111). Conclusions The instructional design of both advocacy projects’ objectives, active learning strategies, and summative assessment were strategically aligned and created an effective environment for learning. Oral health practitioners who are empowered to engage in advocacy initiatives are needed in the next generation. Administrators and faculty are called to action to become leaders and advocates for advocacy education in all oral healthcare programs.