Virtual Reality in Dental Hygiene Education
Amber Hawkins, Utah Tech University

Faculty Mentor: Lisa  Welch, Utah Tech University

SESSION C (1:45-3:15PM)
POSTER C77

An Investigation into the Efficacy of Dental Hygiene Skill Practice using a Virtual Reality Application Compared with Traditional Practice Methods. Purpose: A pilot study to evaluate the efficacy of skill practice in virtual reality (VR) compared with skill practice in real-life, using an application designed to simulate the fundamental dental hygiene skills of operator, patient and light positioning. Methodology: Educational intervention comparison study. Pre/post intervention competency testing performed by a blinded investigator. A convenience sample of 56 first semester dental hygiene students from two institutions in two states were invited to participate. A 66% response rate of 37 participants completed data collection. Participants were pre-tested, randomly assigned to either the test group (VR) or the control group (real life who practiced in a dental operatory using a dentiform), allocated 30 minutes of practice time, then post-tested. Participants were awarded a five-dollar incentive Amazon gift card upon completion of data collection and invited to complete a four-question post data collection survey. Data analysis was conducted using a two-tailed paired t-test with medium effect size of 0.5, alpha of 0.05 and a power of .84 for 37 participants. Survey results were reported using descriptive statistics. Results: Preliminary analysis suggests no significant difference in learning between the control and test populations. However, this may be attributed to methodology limitations; possibly, skill practice for 30 minutes was not enough time to make a distinguishable difference in participant skills. Comprehensive analysis and interpretation of the results are scheduled to be completed December 2022. Conclusion(s): Although no significant difference in learning was observed the research has the potential to lay the foundation for further studies. Currently, dental skills are developed using models in simulation laboratories, with practice on fellow students and ultimately on patients. Virtual reality applications would enable students to practice without the use of expensive dental equipment, in a safe, low stakes environment; ultimately contributing to increased experiential learning and student and patient safety.

Developing Interactive-Reading Workshops for Culturally and Linguistically Diverse Families
Stephanie Hernandez, Brigham Young University
Mellany Groll, Brigham Young University

Faculty Mentor: Connie Summers

SESSION C (1:45-3:15PM)
POSTER C82

Previous research has shown that early literacy experiences with parent and child engagement improve language, literacy, and academic outcomes for children. But, few studies have included culturally and linguistically diverse families. The purpose of the current project was to develop an interactive reading workshop for parents of preschoolers from culturally and linguistically diverse (CLD) backgrounds for use in a larger study. We collaborated with a local preschool to create a five-week evidence-based workshop for parents of children in the preschool. Workshop presentations were developed through an iterative process of practice and discussion and reviewed by the faculty advisor and community partners. Current research literature informed the content and strategies utilized in the workshops for interactive book reading. Presentations, books, video examples, and handouts were offered in English, Spanish, and Portuguese to accommodate the diverse language needs of the preschool families. Presentations were also adapted to be inclusive of children with diverse developmental needs. Culturally responsive practices were incorporated including discussion among parents to allow for the sharing of ideas and insights. These practices ensured the content of the workshop was not prescriptive which implied that there are diverse ways to help children develop literacy skills. In addition, books, incentives, food, and child care were provided for retention of participants. Navigating timelines and implementing feedback from community partners and parents presented challenges in our collaboration. These challenges were addressed as a team through open communication with our local partners and by setting clear expectations. We learned the need for flexibility when working with partners and the value of simplicity in our workshops. Lessons learned included the importance of incorporating multiple perspectives and voices, prioritizing responsiveness to feedback, and projecting diverse viewpoints.