• Maryam J Dehaitem, Karen Ridley, Wendy E Kerschbaum, and Marita Rohr Inglehart.
• Department of Periodontics and Oral Medicine, School of Dentistry, University of Michigan, 1011 North University Avenue, Ann Arbor, MI 48109-1078, USA.
• J Dent Educ. 2008 Sep 1;72(9):1010-9.

AbstractThe objective of this study was to explore how dental hygiene programs in the United States educate their students about treating patients with special needs. Data were collected from 102 U.S. dental hygiene programs (response rate=49 percent) with a web-based survey. Nearly all programs (98 percent) reported that they present this material in lectures. However, only 42 percent of the programs required students to gain clinical experiences with patients with special needs. Most programs covered the treatment of patients with physical/sensory impairments such as hearing impairments (93.1 percent), psychopathologies (89.2 percent), and adult onset neurological disorders (89.2 percent). Outcome assessments were usually done in a written exam (97.1 percent), while objective structured clinical examinations (OSCEs) (9.8 percent) and standardized patient experiences (4.9 percent) were less frequently used. Respondents identified "curriculum overload" as the biggest challenge to addressing special patient needs. Nevertheless, 29.4 percent of the respondents indicated that they support an increase in clinical experiences for students to give them increased opportunities to work with patients with special needs. Recent changes in accreditation standards require graduating dental hygiene students to be competent in assessing the treatment needs of special needs patients. Based on the program directors' responses, recommendations can be made to increase the opportunities for students to have clinical experiences with patients with special needs and to address the needs of patients with special needs more comprehensively in dental hygiene curricula.

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