Opportunities and Challenges of Mentoring and Developing Student Reading Comprehension, Writing, and Research Synthesis at the Undergraduate Level.
Dental hygiene (DH) education is grounded in evidence-based practice (EBP), requiring graduates to critically evaluate and apply scientific literature in clinical decision-making. However, widespread gaps in academic literacy, particularly in reading comprehension, writing, and research synthesis, p...
| Publicado en: | Journal of Dental Hygiene Vol. 100; no. 3; pp. 68 - 75 |
|---|---|
| Autores principales: | , , , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
American Dental Hygienists Association
Jun2026
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194243017&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194243017 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1043254X 0CM jtl: Journal of Dental Hygiene issn: 1043254X maglogo: N pubinfo: dt: Jun2026 vid: 100 iid: 3 pid: 1936 pub: American Dental Hygienists Association place: Chicago, Illinois artinfo: ui: 194243017 194243017 194243017 194243017 ppf: 68 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Opportunities and Challenges of Mentoring and Developing Student Reading Comprehension, Writing, and Research Synthesis at the Undergraduate Level. aug: au: Arnett, Michelle C. McKinney, Denise C. Eagle, Iwonka T. Bono, Leciel Rulli, Danielle affil: Department of Primary Dental Care, Division of Dental Hygiene, University of Minnesota School of Dentistry, Minneapolis, MN, USA sug: subj: Curriculum Development Faculty Development Literacy Collaboration Accreditation Standards Quality Improvement Mentorship Students, Undergraduate Reading Education Writing Education Research Education Critical Thinking Education Clinical Competence Quality of Health Care Education, Dental Evidence-Based Dental Practice Teaching Methods Educational Measurement Nursing Practice, Evidence-Based Information Literacy Allied Health Personnel Education ab: Dental hygiene (DH) education is grounded in evidence-based practice (EBP), requiring graduates to critically evaluate and apply scientific literature in clinical decision-making. However, widespread gaps in academic literacy, particularly in reading comprehension, writing, and research synthesis, pose significant challenges for undergraduate DH students transitioning from novice learners to competent practitioners. This short report examines the role of academic literacy as a foundational component of DH education and its alignment with the Commission on Dental Accreditation (CODA) standards. Drawing on evidence from nursing and allied health education, this paper highlights strategies to strengthen academic literacy through curriculum innovation, including writing-enriched curricula, scaffolding assignments, active learning, portfolio assessment, and the ethical integration of generative artificial intelligence. Additionally, the importance of faculty development, interprofessional collaboration, and librarian partnerships are emphasized to support both teaching efficacy and student success. By embedding academic literacy longitudinally across the curriculum, DH programs can better prepare undergraduates to engage in research, think critically, and deliver high-quality, person-centered care. Advancing academic literacy supports not only accreditation standards but also creates a foundation for the development of future leaders, educators, and researchers in the dental hygiene profession. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|