Special Issue "Dental Hygiene"

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A special issue of Dentistry Journal (ISSN 2304-6767).

Deadline for manuscript submissions: closed (31 October 2013)

Special Issue Editor

Guest Editor
Ms. Maria Perno Goldie

International Federation of Dental Hygienists, Seminars for Women's Health
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Special Issue Information

Submission

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are refereed through a peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Dentistry Journal is an international peer-reviewed Open Access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. For the first couple of issues the Article Processing Charge (APC) will be waived for well-prepared manuscripts. English correction and/or formatting fees of 250 CHF (Swiss Francs) will be charged in certain cases for those articles accepted for publication that require extensive additional formatting and/or English corrections.

Published Papers (1 paper)

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Research

Open AccessArticle Dental Hygienist Students’ Learning About Motivational Interviewing
Dent. J. 2014, 2(2), 65-77; doi:10.3390/dj2020065
Received: 31 October 2013 / Accepted: 9 February 2014 / Published: 28 May 2014
PDF Full-text (191 KB) | HTML Full-text | XML Full-text
Abstract
Objective: To investigate whether dental hygienist students through peer-learning can increase their ability to conduct motivational interviewing (MI) compared with students who follow the regular curriculum. The aim was also to get an insight into the process of learning of MI. Materials and
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Objective: To investigate whether dental hygienist students through peer-learning can increase their ability to conduct motivational interviewing (MI) compared with students who follow the regular curriculum. The aim was also to get an insight into the process of learning of MI. Materials and Methods: Ten dental hygienist students were randomly selected to either the intervention group (IG) or the control group (CG). Students in the IG performed two MI sessions, which were discussed in a peer group and with a tutor. Thereafter the students performed the third MI sessions, which was evaluated by “Motivational Interviewing Treatment Integrity Code, Version 3.1”. The CG consisted of five students who followed the regular curriculum in the education and they conducted one MI session. A questionnaire was used to study how students reflected before and after these MI sessions. The analysis was performed by using descriptive statistics and for the comparison between groups the Mann-Whitney test was used. Results: The students in the IG used significantly more, simple and complex reflections (p < 0.05) compared to the CG. The IG gave also significantly less information during the counseling, and thereby asked more open-ended questions than the CG (p < 0.05). Both groups planned their MI sessions carefully by preparing questions before they met the patients. Conclusion: Dental hygienist students in the present study increased their skills in motivational interviewing by peer-learning from other students and from a tutor, compared to a control group. Full article
(This article belongs to the Special Issue Dental Hygiene)

Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Type of Paper: Article
Title: Dental Hygienist Students´ Learning about Motivational Interviewing
Authors: Ann-Christin Johannsen 1, Lars Uhlin 2, Gunnar Johannsen 1,3, Annsofi Johannsen 1
Affiliations: 1 Division of Periodontology and Dental Hygiene, Department of Dental Medicine, Karolinska Institutet, Huddinge, Sweden; 3 Department of Periodontology, Dana-Clinic, Stockholm, Sweden; 2 Institute of Education, Learning, Informatics, Management & Ethics, Karolinska Institutet, Solna, Sweden
Information: In order to promote oral health, the National guidelines for adult dental care in Sweden (National Board of Health and Welfare, 2011) recommend methods to influence or change behaviors.  One way of achieving this is by means of a structured interview methodology which has a theory based foundation. Motivational interviewing (MI) is a method that aims to help people to implement changes in behavior by respecting the person´s autonomy, stimulate positive changes and enhance the person´s own motivation.
Objective: To investigate whether dental hygienist students through mentoring can increase their ability to conduct motivational interviewing compared with students who follow the regular curriculum.
Material & Method: Ten dental hygienist students were randomly selected to either the intervention group (IG) or the control group (CG). Students in the IG performed two motivational interviewing calls which were discussed in a peer group and a tutor, where reflections of the calls and design were made. Thereafter the students performed the third MI call which was evaluated by the standardized assessment schedule “Motivational Interviewing Treatment Integrity Code, Version 3.1” (MITI 3.1) (Forsberg et al 2011). This assessment measure how well MI calls were performed. The CG consisted of five students who followed the regular curriculum in the education. They conducted one MI call which also was measured by the (MITI 3.1). A questionnaire was used to study how students reflected before and after these MI calls. The analysis was performed by using descriptive statistics and for the comparison between groups the Mann-Whitney test was used.
Result: The students in the IG asked more open-ended questions to the patients and conducted significantly more simple and complex reflections in line with what is meant by motivational interviewing compared to the CG (15 vs. 7 occasions, p < 0.05; 11 vs. 1 occasions, p < 0.05). The IG gave also significant less information during the call, and thereby asked more open-ended questions to the patients than the CG (19 vs. 35 occasions, p < 0.05). The questionnaire showed that both groups planned their MI calls carefully by preparing questions before they met the patients. They also mentioned during the seminar that it was difficult to get a good flow in the conversation.
Conclusion: Dental hygienist students in the present study increase their skills in motivational interviewing by mentoring from a peer group and by the help of a tutor.

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