title: Measuring Curricular Impact on Dental Hygiene Students' Transformative Learning.
abstract: Previous research has suggested that transformative learning can be fostered in higher education by creating active learning experiences that are directly related to content taught, are personally engaging, and can stimulate reflection. The aim of this qualitative study was to assess changes experienced by students in an e-learning dental hygiene degree completion program beyond attainment of competence-changes that may be described as transformative learning. The data used were transcripts of focus groups that had been conducted with each of the first five cohorts of students to graduate from the program; a total of 30 of the 42 students in the five cohorts (71%) participated. Using their previously developed Transformation Rubric for Engaged Learning, the authors categorized focus group data to identify changes in students' confidence, pride, skills, perceptions of the world, and personal identity at the transformative and nontransformative levels. Every participant reported at least one change; overall, the students averaged 8.3 changes. The vast majority (84%) of these changes were transformative. Middle-performing students showed a disproportionately higher rate of transformational changes in the areas of confidence and pride. The e-learning program appeared to have had a significant transformative impact on students, but additional research on the effect on middle-performing students is warranted.
authors.affiliation: Ms. Springfield is Curriculum Designer and Academic Projects Manager, Dental Informatics, School of Dentistry, University of Michigan; Dr. Smiler is Statistical Consultant, Evaluation and Education Services, LLC, Winston-Salem, NC; and Prof. Gwozdek is Clinical Assistant Professor, Department of Periodontics and Oral Medicine, and Director, Dental Hygiene Graduate and Degree Completion Programs, School of Dentistry, University of Michigan. espring@umich.edu.
authors.forename: Emily C
authors.initials: EC
authors.lastname: Springfield
authors.affiliation: Ms. Springfield is Curriculum Designer and Academic Projects Manager, Dental Informatics, School of Dentistry, University of Michigan; Dr. Smiler is Statistical Consultant, Evaluation and Education Services, LLC, Winston-Salem, NC; and Prof. Gwozdek is Clinical Assistant Professor, Department of Periodontics and Oral Medicine, and Director, Dental Hygiene Graduate and Degree Completion Programs, School of Dentistry, University of Michigan.
authors.forename: Andrew P
authors.initials: AP
authors.lastname: Smiler
authors.affiliation: Ms. Springfield is Curriculum Designer and Academic Projects Manager, Dental Informatics, School of Dentistry, University of Michigan; Dr. Smiler is Statistical Consultant, Evaluation and Education Services, LLC, Winston-Salem, NC; and Prof. Gwozdek is Clinical Assistant Professor, Department of Periodontics and Oral Medicine, and Director, Dental Hygiene Graduate and Degree Completion Programs, School of Dentistry, University of Michigan.
authors.forename: Anne E
authors.initials: AE
authors.lastname: Gwozdek
mesh_terms: D001291:Attitude of Health Personnel; D002983:Clinical Competence; D015331:Cohort Studies; D003194:Computer-Assisted Instruction; D003479:Curriculum; D003756:Dental Hygienists / Q000193:education*; D005260:Female; D017144:Focus Groups; D006801:Humans; D020407:Internet; D018794:Problem-Based Learning; D016730:Program Development; D015397:Program Evaluation; D036301:Qualitative Research; D012380:Role; D012649:Self Concept; D020377:Self Efficacy; D013850:Thinking
keywords: allied dental education; dental hygiene; dental hygiene education; dental hygiene students; e-learning; transformative change; transformative learning