[논문]노인치위생학 교육과정에 따른 교육효과 분석을 위한 예비연구

최용금; 임희정; 윤지혜

doi:10.22753/jkdhs/2023.6.1.51

노인치위생학 교육과정에 따른 교육효과 분석을 위한 예비연구
Preliminary Study of the Educational Effects of the Geriatric Dental Hygiene Curriculum 원문보기

대한치위생과학회지 = Journal of Korean dental hygiene science, v.6 no.1, 2023년, pp.51 - 63

최용금 (선문대학교 건강보건대학 치위생학과 유전체 기반 바이오 IT융합연구소) , 임희정 (을지대학교 보건과학대학 치위생학과) , 윤지혜 (아주대학교의료원 노인보건연구센터)

초록
AI-Helper

연구배경: 고령화가 심화되면서 증가하는 노인인구에 대한 적절한 구강관리 중재자로서 치과위생사의 역할이 중요해지고 있다. 본 연구는 치위생학과 학생들의 노인구강보건전문가로서의 역량을 키울 수 있는 효과적인 교육과정 개발을 위해 예비연구를 수행하였다. 연구방법: 노인치과학과 노인치위생학 및 실습으로 개설된 교과목을 수강한 학생을 대상으로 수업 마지막 주차에 설문을 수행하였다. 이론위주의 문제해결기반(PBL)교육과정과 이론과 실습을 병행한 PBL교육과정의 교육효과차이를 확인하기 위해 학기 말에 학생들의 전공역량달성도, 노인치위생 과정에 대한 인식, 수업만족도, 연령차별의 차이를 분석하였다. 결과: 전공역량달성도의 경우 이론 위주의 PBL교육보다 이론과 실습을 병행한 PBL교육에서 '의사소통역량'이 유의미하게 높았다(p=0.038). 연령주의의 경우 이론과 실습을 병행한 PBL교육에서 '노인을 기피하는 경향'이 유의미하게 낮았다(p=0.040). 수업만족도의 경우 이론과 실습을 병행한 PBL교육에서 '수업분위기'가 '매우 높음'으로 응답한 비율이 유의미하게 높았다(p=0.025). 결론: PBL 교수법은 노인치위생 교육과정으로 유용한 교수법이며, 이론위주의 교육보다는 노인치위생 실습교육을 함께 운영하는 교육과정이 더 효과적일 수 있다.

Abstract ▼ AI-Helper

Background: This study involved a geriatric oral care expert who developed the competencies of students in the Department of Dental Hygiene and conducted preliminary research to develop an effective curriculum. Methods: A questionnaire was conducted in the last week of class targeting students who took courses in geriatric dentistry, geriatric dental hygiene, and practice. In order to confirm the educational effect according to the differences in the geriatric dental hygiene curriculum, the differences in students' achievement of major competencies, awareness of the geriatric dental hygiene process, class satisfaction, and ageism were analyzed. Results: Regarding major competency attainment, 'communication competency' was significantly higher in PBL education that combined theory and practice than that theory-oriented PBL education (p=0.038). For ageism, the tendency to avoid older adults was low in PBL education, which combined theory and practice, and was statistically significant (p=0.040). For class satisfaction, the rate of responding 'very high' for the 'class atmosphere' was significantly high (p=0.025) for PBL education that combined theory and practice. Conclusion: The PBL teaching method can be useful as a geriatric dental hygiene curriculum. However, it would be more effective to create a curriculum so that education in geriatric dental hygiene care practice can be combined with theory rather than a theoretical education alone.

주제어

표/그림 (7)

표 Table 1. E University and S University's Geriatric Dental Hygiene Education Content for Each Week
표 Table 2. PBL Topic Contents of Geriatric Dental Hygiene Curriculum in E University and S University
표 Table 3. Differences in Major Competency Achievement According to Geriatric Dental Hygiene Curriculum Types (N=29)
표 Table 4. Differences in Perception of Dental Hygiene Process for the Older adults According to Geriatric Dental Hygiene Curriculum Types (N=29)
표 Table 5. Differences in Agesim According to Geriatric Dental Hygiene Curriculum Types (N=29)
표 Table 6. Differences in Class Satisfaction According to Geriatric Dental Hygiene Curriculum Types (N=29)
표 Table 7. Correlation between Perception of Geriatric Dental Hygiene process and Ageism, Achievement of Major Competency, Class Satisfaction (N=29)

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