Minnesota hygienists describe the benefits of earning an advanced degree
The master's degree is often touted as a step forward for hygienists
interested in expanding career choices. Three dental hygienists shared
with RDH magazine the reasons why they sought a master's degree from the
University of Minnesota, and how they perceive the degree will assist
with future plans. Here are their stories.
Brenda L. Armstrong, RDH, MDH
After
raising a family and 24 years of clinical dental hygiene practice, I
knew it was time for professional change. I began the journey of
self-discovery and evaluation by talking to career coaches,
participating in personality and interest inventories, and re-evaluating
what would make me happy professionally for the next 25 years.
At the time, I was living in a rural Minnesota town that was
struggling with access to oral care issues for the underserved. While
observing these dynamics, I realized that my passion for dental hygiene
had never wavered and that I wanted to participate in educating future
dental professionals, hoping to inspire students in future civic
engagement to address the access to care issue. My personal motivation
stemmed from the love of learning, the desire for self-improvement, and
wanting to participate in the growth of the dental hygiene profession
through academic activities.
Dental hygiene has been a vehicle for lifelong learning. I graduated
from Weber State University with an associate's in dental hygiene in
1984 and a bachelor's in dental hygiene in 1999. I began the master's of
dental hygiene program at the University of Minnesota in May 2008,
graduating in January 2010.
The master's degree has allowed me to not only change my career path,
but to follow my personal passions. As an educator, I have the
opportunity to participate in a wonderful dynamic each day in the dental
hygiene academic setting. Students first learn the concepts and theory
of dental hygiene in the classroom, with experiential learning occurring
in the clinic setting. It is very gratifying to watch a student move
from knowledge to application, and finally to synthesis of professional,
preventive oral care.
Adding to this dynamic, a patient from the community, who most often
greatly needs oral care, is provided a service that improves his or her
health. Both the student and the patient benefit from the experience,
and I am fortunate enough to be the academic dental hygiene professional
that facilitates the learning and service. In addition, I teach the
dental hygiene public health courses. It has been very rewarding to
facilitate community partner relationships with a goal to teach and
improve the access to oral care issues through service-learning.
I chose the graduate dental hygiene program at the UMN Dental School
because it is well regarded and has a long history of demonstrating
success among students, faculty, and research. In addition, I wanted to
participate in a program that would allow me to benefit from
face-to-face instruction and academia socialization delivered in an
atmosphere of proven achievement. I knew that UMN would provide a
well-balanced educational experience with research, clinical, and
didactic teaching provided by dental hygiene academic leadership.
Little did I realize just how important my educational experience
would be as I accepted my first position in academia to serve as
assistant professor and clinic coordinator, opening a new dental hygiene
program at Thomas Nelson Community College in Williamsburg, Va.
Immediately, I was given the task of developing program competencies,
clinic protocols and policies, curriculum and courses, and purchasing
equipment and supplies. Furthermore, as a dental hygiene department team
member, I was prepared by my education to contribute to the important
accreditation documentation and department self-study.
Success in obtaining my master's in dental hygiene was possible by
having wonderful mentors at the UMN, a supportive family, and a personal
attitude to persist when it seemed difficult. I obtained my associate's
in my twenties, my bachelor's in my thirties, and my master's in my
forties. I'm looking forward to the next decade to fulfill my quest for
lifelong learning.
Kim Johnson, RDH, MDH
My
career as a dental hygienist began in 1979. I graduated from the
University of Minnesota with a graduate dental hygiene degree. I had
always hoped to complete my bachelor's degree but life happened;
marriage and children became my priorities.
I worked in a few part-time dental hygiene positions and eventually
found a practice I would call home for 20 years. I traveled to the
Ukraine several times with a foundation my employer was involved with,
bringing dental education and needed care to those who had no hope, the
orphans. I worked for a doctor who also had a passion to bring dentistry
to those in need of primary dental care. He encouraged me to provide
outreach to underserved populations in our community. We began to see
patients in his practice from several local group homes. We partnered
with the group home coordinator to educate the caregivers and to see
their patients pro-bono, based on their needs, not their insurance
coverage.
When my youngest child was leaving home, I sought an opportunity to
go to the University of Minnesota to complete my bachelor's degree. My
family was very supportive, so I went back to school with my son! I
found I loved learning for the sake of learning.
A year later, I was offered an adjunct teaching position at the
University of Minnesota Dental School's dental hygiene program. As I
became more involved in teaching, I saw the value of obtaining my
master's degree. As I began investigating various master's degree
programs offered throughout the country, the University of Minnesota
announced it was going to begin a new master's program with an emphasis
in education or business. I had been, and continue to be, a supporter of
the university, so I anxiously awaited the start of the new program. I
was admitted into the first class!
My time in the program was both challenging and rewarding. I was able
to put into action the concepts and theories I learned as I was
teaching core curriculum courses for dental, dental hygiene, and dental
therapy students. The university's program was in its infancy, but it
fulfilled my needs. I was able to complete my student teaching
requirements in courses I enjoyed, and my thesis involved the use of
guided imagery as an adjunctive teaching method in the pre-clinic
setting. My master's degree was beneficial even before I completed it!
I continued to teach at the University of Minnesota for a total of
seven years. Several months ago, I received a call from a former student
who worked for the Health Partners Institute for Education and
Research. I was offered a position that incorporates my teaching
background with my research experience, and my master's degree was
highly valued.
My degree was the catalyst for placing me in a position to bring
together my clinical background, teaching experience, and research
capabilities. My professional career would not have reached this
juncture without obtaining my master's degree in dental hygiene from the
University of Minnesota.
Carol Dahlke, RDH, MDH
An
advanced degree became my goal when I discovered that a master's degree
was needed to teach at the college level. I had begun my career as a
clinical assistant professor at the University of Minnesota School of
Dentistry after I completed my baccalaureate degree in 2007. The
university announced a master's in dental hygiene degree, and I knew
that I needed to pursue it.
I was sure that I did not want to limit myself to clinical dental
hygiene for the rest of my life. I have always admired people who had
advanced degrees, and I wondered if that was something that I could do. I
was now working with some wonderful people who had the same belief
system that I did. Education was important, and I could not get enough
of it. I had people in my life who were supporting me, and I knew that I
wanted fulfillment in dental hygiene. The timing was right.
The master's in dental hygiene program offered two tracks, and I was
very interested in the business track. I knew that I could teach with
any master's degree, so the business track offered me more opportunity. I
jumped in headfirst. As a requirement of attending the Carlson School
of Management, I took the GRE (the GMAT is now required). This was a
daunting test; it gave me a glimpse of what was to come.
I had avoided classes that dealt with numbers as much as I could as
an undergrad. Now I needed to take accounting and a graduate level stats
class. I found the classes to be very challenging, but exhilarating
because I was able to learn the material at the graduate level. The
subject content of the marketing and operations classes is information
that I now use daily.
My fellow classmates and I became a very close-knit group as we
persevered through the program. We did wonder what we were going to do
with the information we were learning. It was 2009, and we were in a
recession. There were no jobs, especially for those of us in unchartered
waters.
I became the first graduate of the University of Minnesota School of
Dentistry's Master of Dental Hygiene program. Now what? My intention was
to continue teaching at the school. I love the school, and it is such a
privilege to teach there. However, life had other opportunities
awaiting me. I learned of a position available as a business and
clinical consultant with a local dental practice management firm. I was
encouraged to apply for it.
I started with Accelerated Practice Concepts in early 2010. My master's
degree gave me the confidence to believe in myself. I knew that because I
was able to complete a graduate degree I could do anything -- at least
it felt that way. My new career has given me opportunities that I never
dreamed of. I am able to travel throughout the country. I teach my
clients how to provide treatment to their patients so their patients can
achieve oral health. My clients (all of whom are periodontists and
general practice dentists) learn how to manage their dental practices so
everyone can achieve balance in their lives. The community overall
benefits as a result of my position. The patients get healthier, the
practice gets healthier, the dentist and staff lead balanced, happier
lives.
I am able to have financial stability and career satisfaction, and I
attribute this to my graduate degree. I am now able to volunteer one day
a month at the university as clinical instructor giving back to the
school that has given me "a passport to life." RDH
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