The inquiry approach in dental hygiene education

A study was done to assess the impact of an inquiry-oriented curriculum in a dental hygiene program. Two instruments, designed to measure student perception of personal and faculty inquiry and disinquiry behavior, were administered to four consecutive classes twice a year between 1978 and 1981. Junior and senior students perceived a significant increase in faculty inquiry behavior and, initially, a decrease in disinquiry behavior. Time in the program affected student disinquiry behavior at a significant level, though no significant change was seen in inquiry behavior. National Board mean scores improved, and several categories of clinical productivity increased significantly during this period. The implications of these findings are discussed.