Abstract
Objectives: We evaluated the learning objectives of dental hygiene courses based on Bloom’s learning objectives, and analyze the degree of match with the dental hygienist’s job for each detailed subject. Methods: The 5th edition of ‘Dental hygiene and learning objectives’ was analyzed by subject based on Bloom’s cognitive domain classification from March 10 to April. In addition, the degree of match between the contents of the secondary job analysis of the dental hygienist and the learning objectives for each detailed subject were analyzed. Results: The total number of dental hygiene learning objectives was 2,975 (2,762 theory, 52 practice). Among the cognitive domains, the comprehension domain was the most common (79.8%), and the skill domain was very low (4.9%). In the job for each detailed subject of dental hygiene, the most frequently performed was ‘dental prophylaxis and practice’ with 103 subjects. Conclusions: Overall, dental hygiene learning objectives are mostly theory-oriented, so it is necessary to expand and improve in the direction related to the jobs that clinical dental hygienists perform in the field. In addition, it is necessary to continuously develop timely learning goals, and prepare active strategies for developing high-quality items.
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