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J Dent Educ. 71(3): 373-377 2007
© 2007 American Dental Education Association
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Educational Methodologies

Allied Restorative Functions Training in Minnesota: A Case Study

Brigette R. Cooper, R.D.H., M.S.; Angela L. Monson, R.D.H., M.S.

Key words: restorative functions, continuing education, expanded functions, dental hygienists, dental assistants

Submitted for publication 08/24/06; accepted 10/27/06

In 2003, the Minnesota Dental Practice Act was modified to allow dental hygienists and assistants to place amalgam, composite, glass ionomer, and stainless steel crowns. The concept of utilizing allied professionals to perform expanded functions has been suggested as a way to increase access to care and productivity. A continuing education course was offered to provide required certification for interested dental practitioners (N=12). The objectives of this study were to examine confidence levels and effectiveness of the continuing education program. Pre- and post-course restorative content knowledge, along with confidence levels in knowledge, technical skills, and the ability to implement skills were measured. A matched pairs t-test found a significant increase in participants’ restorative content knowledge (p<.001). Wilcoxen signed rank tests revealed an increase in confidence in all content knowledge (p<.01) and technical skill (p<.05) categories. Participants did not significantly increase in confidence to implement restorative functions skills into practice (p<.7). Interview data revealed that participants remain unclear about ways to incorporate restorative functions into the schedule. Findings in this case study suggest that content knowledge and confidence levels increase following completion of a restorative functions course. To improve education and training, research is needed to identify why participants’ confidence in implementation did not increase.






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