사회치위생학 교육과정 개발을 위한 치과위생사 직무 및 핵심역량 분석 : 비임상 분야를 중심으로
Exploring core competencies of nonclinical dental hygienists: implications for social dental hygiene curriculum development
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Objectives: This study aimed to identify the core competencies required of to inform the development of a social dental hygiene curriculum. Methods: This study analyzed the job roles and essential competencies of 17 nonclinical dental hygienists from four sectors (community health, public institutions, policy advocacy, and entrepreneurship), using qualitative interviews. Results: Nonclinical dental hygienists performed tasks involving health program planning, policy analysis, interdisciplinary collaboration, health content development, and administrative management. Essential competencies include planning, problem-solving, data analysis, communication, and leadership skills. The participants emphasized the need for dental hygiene education to shift from clinical techniques to a competency-based curriculum that reflects expanded professional roles. Conclusions: Practical skills, such as project management, policy interpretation, interdisciplinary teamwork, and content creation, must be integrated into the social dental hygiene curriculum. This educational transition would enable dental hygienists to respond effectivelyto evolving societal needs and fulfill their expanded professional roles.
Abstract
Objectives: This study aimed to identify the core competencies required of to inform the development of a social dental hygiene curriculum. Methods: This study analyzed the job roles and essential competencies of 17 nonclinical dental hygienists from four sectors (community health, public institutions, policy advocacy, and entrepreneurship), using qualitative interviews. Results: Nonclinical dental hygienists performed tasks involving health program planning, policy analysis, interdisciplinary collaboration, health content development, and administrative management. Essential competencies include planning, problem-solving, data analysis, communication, and leadership skills. The participants emphasized the need for dental hygiene education to shift from clinical techniques to a competency-based curriculum that reflects expanded professional roles. Conclusions: Practical skills, such as project management, policy interpretation, interdisciplinary teamwork, and content creation, must be integrated into the social dental hygiene curriculum. This educational transition would enable dental hygienists to respond effectivelyto evolving societal needs and fulfill their expanded professional roles.