Question 1

You are hired as a new faculty member by a dental hygiene program and are assigned to teach the community oral health course. You review the course materials, learning activities, and projects for the course handed down by the previous course instructor, who has retired. Never having taught before and not having had a positive experience in your community oral health course as a student, you decide to do some research on different ways to teach in relation to community oral health.

-As you learn about experiential learning, you also learn about service-learning (S-L). You find that all the following EXCEPT one are true about S-L. Which one is the EXCEPTION?

A) S-L requires a collaborative planning process among the student, the community partner, and the community course instructor.
B) The service component of S-L is identified by the community task to be completed, and the learning component is identified by the academic goal.
C) Although S-L emphasizes the importance of the community partners' involvement, the community service is identified by the academic component.
D) S-L implies equal value placed on the service aspect received by the community partner and the learning aspect for the dental hygiene student.

Although S-L emphasizes the importance of the community partners' involvement, the community service is identified by the academic component.

Accepted Answer

Experiential learning is an authentic, hands-on, active learning approach that enhances comprehension of the cognitive content as it is applied to learning new skills. Research has demonstrated that experiential learning provides one of the best learning experiences and the best outcomes. Historically, dental hygiene students have been exposed to experiential learning through clinical experiences and in community service consisting of dental health education with population groups.

Question 2

You are hired as a new faculty member by a dental hygiene program and are assigned to teach the community oral health course. You review the course materials, learning activities, and projects for the course handed down by the previous course instructor, who has retired. Never having taught before and not having had a positive experience in your community oral health course as a student, you decide to do some research on different ways to teach in relation to community oral health.

-As you learn about experiential learning, you also learn about service-learning (S-L). You find that all the following EXCEPT one are true about S-L. Which one is the EXCEPTION?

A) S-L requires a collaborative planning process among the student, the community partner, and the community course instructor.
B) The service component of S-L is identified by the community task to be completed, and the learning component is identified by the academic goal.
C) Although S-L emphasizes the importance of the community partners' involvement, the community service is identified by the academic component.
D) S-L implies equal value placed on the service aspect received by the community partner and the learning aspect for the dental hygiene student.

Although S-L emphasizes the importance of the community partners' involvement, the community service is identified by the academic component.

Accepted Answer

S-L is a type of experiential learning that promotes collaboration among community partners, students, and health professions educational institutions. Students who are engaged in S-L provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens. It places equal importance on the service component (the community task) and the learning component (the academic goal). The community service can be initiated by the course instructor, by the student, or by the community partner.

Question 3

You are hired as a new faculty member by a dental hygiene program and are assigned to teach the community oral health course. You review the course materials, learning activities, and projects for the course handed down by the previous course instructor, who has retired. Never having taught before and not having had a positive experience in your community oral health course as a student, you decide to do some research on different ways to teach in relation to community oral health.

-Which of the following presents the steps in the service-learning (S-L) process in order?

A) Preparation, orientation, reflection, evaluation
B) Orientation, preparation, reflection, evaluation
C) Reflection, preparation, orientation, evaluation
D) Needs assessment, orientation, preparation, reflection, evaluation

Orientation, preparation, reflection, evaluation

Accepted Answer

The purpose of the orientation is for the collaborating partners to become familiar with each other's programs, clarify expectations, formulate a timeline, review risk management policies and procedures, and deal with any other questions or issues pertinent to the S-L project. Preparation consists of applying the program planning process to the S-L project. The aim of S-L reflection, symbolized by the hyphen in S-L, is to deliberately draw meaning from the experience. Reflection provides the opportunity to process the S-L project and consider its implications in the context of learning and growing. The purpose of formative and summative evaluation is to assess the processes and outcomes of the S-L project. Although not included in any of the answer choices, collaboration would be listed first to indicate that it is a part of every step of the S-L process. Needs assessment is not one of the steps of the S-L process; it is part of the program planning process that occurs in the preparation step.

Question 4

You are hired as a new faculty member by a dental hygiene program and are assigned to teach the community oral health course. You review the course materials, learning activities, and projects for the course handed down by the previous course instructor, who has retired. Never having taught before and not having had a positive experience in your community oral health course as a student, you decide to do some research on different ways to teach in relation to community oral health.

-Which of the following presents the steps in the service-learning (S-L) process in order?

A) Preparation, orientation, reflection, evaluation
B) Orientation, preparation, reflection, evaluation
C) Reflection, preparation, orientation, evaluation
D) Needs assessment, orientation, preparation, reflection, evaluation

Orientation, preparation, reflection, evaluation

Accepted Answer

A faculty member will still need to devote time to the course preparation, coordination, and evaluation in terms of presentation of content. The addition of the S-L to the course will actually require additional time for coordination and supervision, which is considered worthwhile because of the enhanced learning that results from the S-L approach. All other answer choices reflect benefits of S-L.

Question 5

You are hired as a new faculty member by a dental hygiene program and are assigned to teach the community oral health course. You review the course materials, learning activities, and projects for the course handed down by the previous course instructor, who has retired. Never having taught before and not having had a positive experience in your community oral health course as a student, you decide to do some research on different ways to teach in relation to community oral health.

-Which of the following presents the steps in the service-learning (S-L) process in order?

A) Preparation, orientation, reflection, evaluation
B) Orientation, preparation, reflection, evaluation
C) Reflection, preparation, orientation, evaluation
D) Needs assessment, orientation, preparation, reflection, evaluation

Orientation, preparation, reflection, evaluation

Accepted Answer

Risk management in higher education has been defined as the formal process by which an organization establishes its risk management goals and objectives, identifies and analyzes its risks, and selects and implements measures to address its risks in an organized fashion. This provides a means of avoiding problems that can lead to failure while maintaining the value of programs that may include risk. The likelihood and severity of the risks must be considered in this process. All parties that are involved in the S-L project should be concerned with planning for risk management. This includes students, faculty, the academic institution, and the community agency.

Question 6

You are hired as a new faculty member by a dental hygiene program and are assigned to teach the community oral health course. You review the course materials, learning activities, and projects for the course handed down by the previous course instructor, who has retired. Never having taught before and not having had a positive experience in your community oral health course as a student, you decide to do some research on different ways to teach in relation to community oral health.

-Your primary experience with learning as a student outside of clinical courses was the traditional cognitive approach. You had limited experience with experiential learning. You research different teaching approaches and find information about the value of experiential learning. Which statement accurately describes experiential learning in comparison with or in contrast to the traditional cognitive approach?

A) Experiential learning can be used to shift the focus of learning from the confines of the classroom to practical, real-world situations in the community.
B) Experiential learning is more appropriate for the visual learner, and cognitive learning is more appropriate for the oral learner.
C) Each approach is based on a different psychological theory; you can select which one to use based on the psychological theory that appeals to you.
D) Both have the same learning outcomes.

Experiential learning can be used to shift the focus of learning from the confines of the classroom to practical, real-world situations in the community.

Accepted Answer

Nutrition and dental hygiene students working together on an S-L project illustrates the interprofessional collaborative practice model at the student level. ICP opportunities and participation in S-L projects do not replace the need for the presentation of community oral health content. They provide opportunities to apply these concepts to real-world situations to improve the oral health of the community while reinforcing and even enhancing learning at the same time. Other answer choices are true statements that provide rationale for the use of the ICP approach in S-L projects.

Question 7

The future of dental hygiene is:&#10;A)public health.&#10;B)dim.&#10;C)one-dimensional.&#10;D)hard to envision.

Accepted Answer

The future of dental hygiene is public health! Preparing students for the public health workforce is arguably one of the most important outcomes for today's dental hygiene programs.
p. 265

Question 8

Experiential learning takes place in _________ situations.&#10;A)professional&#10;B)unexpected&#10;C)authentic&#10;D)classroom

Accepted Answer

Experiential learning takes place in authentic situations. It can be used to change the focus of learning, shifting it from the confines of the classroom to the community.
p. 267

Question 9

An example of an experiential learning method is a(n):&#10;A)practicum or internship.&#10;B)oral presentation.&#10;C)written paper.&#10;D)examination.

Accepted Answer

Box 11-1: Community service, clinical rotations, practicums or internships, volunteerism, and service-learning are all examples of experiential learning methods.
p. 268

Question 10

The five steps in the service-learning process are collaboration, orientation, preparation, ___________, and evaluation.&#10;A)incorporation&#10;B)partnership&#10;C)questioning&#10;D)reflection

Accepted Answer

The five steps in the service-learning process are collaboration, orientation, preparation, reflection, and evaluation.
pp. 270-272

Question 11

A formal ___________ minimizes disruption to the service-learning program.&#10;A)presentation&#10;B)partnership&#10;C)orientation&#10;D)analysis

Accepted Answer

The answer of A formal ___________ minimizes disruption to the...

Question 12

The evaluation part of a service-learning project is a continuous process that can be divided into two phases: formative evaluation and ________ evaluation.&#10;A)informative&#10;B)analytic&#10;C)summative&#10;D)professional

Accepted Answer

The answer of The evaluation part of a service-learning project...

Question 13

In service-learning, it is always good to have alternate plans, just in case. Another term used to describe managing possibilities is:&#10;A)time management.&#10;B)risk management.&#10;C)ethical values.&#10;D)reducing risk.

Accepted Answer

The answer of In service-learning, it is always good to...

Question 14

Which of the following is an example of a public health resource that could be integrated into service-learning projects having to do with oral health?&#10;A)Healthy People&#10;B)Wikipedia&#10;C)Local newspaper&#10;D)Referral from a friend

Accepted Answer

The answer of Which of the following is an example...

Question 15

Two resources integral to the Association of State and Territorial Dental Directors include the Basic Screening Survey (BSS) for Children and Adults and:&#10;A)Healthy People.&#10;B)the National Maternal and Child Oral Health Resource Center.&#10;C)the National Oral Health Surveillance System.&#10;D)the Centers for Disease Control and Prevention.

Accepted Answer

The answer of Two resources integral to the Association of...

Question 16

The nation's major health promotion agency responsible for monitoring, protecting, and improving the public's health is the:&#10;A)Center for Federal Disease Control.&#10;B)National Disease Administration.&#10;C)Federal Disease Protection Agency.&#10;D)Centers for Disease Control and Prevention.

Accepted Answer

The answer of The nation's major health promotion agency responsible...

Deck 11: Service-Learning: Preparing Dental Hygienists for Collaborative Practice