Allied Dental Education

Career Outcomes of Dental Hygiene

Baccalaureate Education: A Study of
Graduates’ Professional Opportunities,
Further Education, and Job Satisfaction
Zul Kanji, Denise M. Laronde
Abstract: There is a paucity of studies on Canadian baccalaureate dental hygienists. As discussions about the entry-level education
required in dental hygiene continue on national and international platforms, examining outcomes of earning a dental hygiene
baccalaureate degree is imperative. The aim of this study was to investigate the professional practice behaviors and career outcomes
of graduates of the University of British Columbia (UBC), Canada, Bachelor of Dental Science in Dental Hygiene (BDSc) degree
program. UBC dental hygiene entry-to-practice (ETP) and degree-completion graduates from 1994 to 2016 were invited to partici-
pate in an online survey with closed- and open-ended questions about practice behaviors and outcomes after earning the BDSc
degree. Of the 365 BDSc alumni who received the email invitation, 116 responded, for a 32% response rate. The results showed
that 45% of respondents worked outside of the traditional private dental practice setting, specifically in education (23%), admin-
istration (9%), public health (8%), and research (5%). Of the 77 degree-completion respondents, 75% reported that the BDSc degree
had expanded their career opportunities. A greater proportion of degree-completion respondents practiced outside of the clinical
setting (p<0.01) and had earned a graduate degree (p=0.04) compared with ETP respondents. Over 25% of total respondents had
pursued graduate education. In comparison to results from the 2015 Canadian Dental Hygienists Association job market and
employment survey, a significantly greater proportion of BDSc graduates practiced collaboratively with non-dental professionals
(2.7 vs. 0.8, p<0.001), earned more than $80,000 annually (47% vs. 23%, p<0.001), and received more employment benefits
(4.0 vs. 3.5, p<0.001). These results highlight the positive impact of baccalaureate education on dental hygiene practice behaviors
and career outcomes.
Zul Kanji, EdD, RDH, is Director, Dental Hygiene Degree Program, Faculty of Dentistry, University of British Columbia; and
Denise M. Laronde, PhD, RDH, is Associate Professor, Faculty of Dentistry, University of British Columbia. Direct correspon-
dence to Dr. Zul Kanji, Faculty of Dentistry, University of British Columbia, 2199 Wesbrook Mall, Vancouver, BC, Canada V6T
1Z3; 604-822-4680; [email protected].
Keywords: dental hygiene education, dental hygiene practice, baccalaureate degree, career choice, continuing education, profes-
sional behavior, outcomes, allied dental education
Submitted for publication 11/10/17; accepted 1/6/18
doi: 10.21815/JDE.018.075

T
he evolution of dental hygiene in Canada over Canada that have offered a four-year ETP degree in
the past several decades has resulted in an dental hygiene since 2007 and 2017, respectively, in
eclectic diversity of entry-to-practice (ETP) which students enroll with no prior dental hygiene
programs. Dental hygienists are educated primarily education. According to the 2015 Canadian Dental
through two- and three-year diploma programs in Hygienists Association (CDHA) Job Market and
approximately 33 institutions across the country.1 Employment Survey, approximately 19% of dental
For dental hygienists practicing with a diploma hygienists in Canada are practicing with a bachelor’s
who desire additional formal education in dental degree as their highest academic credential (6% hold
hygiene, Canada offers four degree-completion a bachelor’s degree specifically in dental hygiene).2
programs through the University of British Columbia Despite the plethora of program pathways, the ETP
(UBC) (since 1992), the University of Alberta (since requirement for dental hygiene in Canada continues
2000), Dalhousie University (since 2008), and the to be a diploma.
University of Manitoba (since 2010). In addition In comparison, although not required for licen-
to their degree-completion pathways, UBC and the sure, the U.S. offers significantly more opportunities
University of Alberta are the only two institutions in to earn a dental hygiene degree. According to the

August 2018  ■  Journal of Dental Education 809

 American Dental Hygienists’ Association (ADHA), the dental hygiene profession for the 21st century.12
there are 56 dental hygiene degree-completion Trends such as the expansion of non-traditional
programs and 66 ETP degree programs.3 In both practice settings and more patients’ presenting with
countries, the past decade has seen a growing move- increasingly complex diseases support the idea that
ment towards creating additional pathways aimed dental hygienists should have at least a baccalaure-
at advancing dental hygiene education. The impetus ate education to be prepared to embrace expanded
for this movement stems from a sense of responsibil- interprofessional roles, technological advances, and
ity to address the growing oral health complexities effective care for diverse and marginalized popula-
of the public in diverse practice settings, a need tions.13 There is a high level of skill development
for dental hygiene research, a demand for qualified in dental hygiene diploma education, but progress
dental hygiene educators, and a desire to advance the towards advanced theory and skill development,
profession by aligning with the educational models particularly outside the clinical setting, is limited by
of other health professions.4,5 The level of educa- programs that are only two or three years in length.14
tion of its practitioners advances a profession by When dental hygiene educators in baccalaure-
developing a broader knowledge base and increasing ate programs were asked to articulate the primary
contributions to society.6 The past two decades have goals of baccalaureate education, they agreed that one
seen nursing progress to a baccalaureate degree for of the main purposes is to prepare dental hygienists
ETP, physical and occupational therapy advance for responsibilities in various career roles outside the
to a master’s degree, and, most recently, pharmacy traditional private clinical practice setting.15 But are
advance to a doctor of pharmacy requirement for graduates of baccalaureate programs fulfilling this
ETP in Canada.7 goal? Some studies have examined career outcomes
The CDHA states that education beyond the di- after earning a dental hygiene degree through a de-
ploma is needed for dental hygienists to enhance their gree-completion pathway.15-20 Those studies reported
professional expertise, increase their knowledge and that baccalaureate dental hygienists have been more
abilities, take leadership roles in community practice successful in obtaining employment in non-clinical
settings, and explore different career opportunities.8 settings such as educational institutions, public health
In 2015, the Commission on Dental Accreditation authorities, community agencies, professional asso-
of Canada (CDAC) updated its requirements by
ciations, regulatory bodies, and industry. No research
including a condition stating that all dental hygiene
has explored career outcomes of dental hygiene
educators should possess a baccalaureate degree.9
graduates from four-year ETP degree programs.
Baccalaureate education is also needed to open edu-
More research is needed, particularly on ETP
cational pathways to graduate programs that provide
graduates of degree programs, to further understand
opportunities to develop proficient research abilities.4
the impact of dental hygiene baccalaureate education
The ADHA has stated that the failure to standard-
on career outcomes. The aim of this study was thus to
ize entry-level education at a bachelor’s degree has
investigate professional practice behaviors and career
slowed the pace of development of the dental hygiene
outcomes of graduates of UBC’s Bachelor of Dental
body of scientific knowledge.5 In 2011, an Ameri-
can Dental Education Association (ADEA) report Science in Dental Hygiene (BDSc) degree program.
noted that higher levels of academic credentials are The knowledge gained from this study can provide
imperative as advanced practice emerges for dental academic institutions, professional associations,
hygiene.10 That report pointed to the baccalaureate regulatory bodies, and government stakeholders with
degree as an appropriate entry point into dental a better understanding of the impact of baccalaure-
hygiene practice to provide care in expanded roles ate education on practice behaviors and professional
and to facilitate the attainment of graduate degrees roles in society for dental hygienists with advanced
for positions in research, education, and leadership. education.
Since the release of its 1998 Policy Framework
for Dental Hygiene Education, CDHA has been en-
dorsing baccalaureate education for dental hygienists, Methods
thus recognizing the need to prepare graduates for Ethics approval for this study was granted by
increasing levels of responsibility in varied practice
UBC’s Behavioral Research Ethics Board (H16-
environments.7,11 The baccalaureate degree for ETP
02221). Data were collected in an online survey
was proposed in CDHA’s 2009 Education Agenda4
with quantitative and qualitative questions through
and in a 2015 ADHA white paper on transforming

810 Journal of Dental Education  ■  Volume 82, Number 8

the UBC FluidSurveys platform. An invitation to completed their degree in the past five years (71%),
participate, including the survey link, was distributed had ten or fewer years of practice experience (66%),
electronically by the manager of alumni engagement identified as female (90%), and practiced dental
in UBC’s Faculty of Dentistry to all graduates of hygiene in British Columbia (73%).
UBC’s BDSc entry-to-practice (ETP) and degree-
completion pathways between the years 1994 and Employment Status and
2016. A follow-up invitation was sent two weeks later.
The survey was sent to a total of 385 BDSc alumni Practice Areas
with email addresses on faculty records, of whom When asked about working status, 79% of the
365 received the email invitation. The researchers respondents indicated they worked full-time, with the
were unaware of the identity of those who did or did remainder either working part-time (14%) or no lon-
not participate. ger working (7%). Most respondents (59%) worked
The majority of survey questions were derived in one practice setting, 31% in two settings, and 10%
from the CDHA job market and employment survey,2 in three or more settings. Regarding employment
which the CDHA has conducted biennially since status, 78% of respondents reported being hourly paid
2002. Additional survey questions were piloted with employees, while 19% were salaried employees. In
a small group of graduates and faculty colleagues to addition, 10% indicated they were commission-based
assess readability and clarity. The final survey con- or independent contractors, and 6% were owners of
sisted of three sections with a combination of fixed an independent dental hygiene practice.
alternative, closed-ended, and open-ended questions
to collect both quantitative and qualitative data. In
addition, five-point scales were used to examine levels Table 1. Characteristics of survey respondents, by
of agreement/disagreement and satisfaction/dissat- number and percentage of total respondents (N=116)
isfaction. Section 1 focused on motivating reasons Characteristic Number (%)
for pursuing the BDSc degree. Section 2 focused on
Gender
abilities gained or strengthened as a result of earning Female 104 (90%)
the BDSc degree, as well as levels of satisfaction Male 10 (9%)
with respondents’ education and thoughts about the Prefer not to answer 2 (2%)
degree for entry into practice in Canada. Section 3 Program completion pathway
focused on professional behaviors and practice out- Entry-to-practice (ETP) 39 (34%)
comes after earning the degree including employment Degree-completion 77 (66%)
status, practice areas, additional education pursued,
Year of graduation with BDSc*
interprofessional collaboration, income and benefits, 1994-99 5 (4%)
and career satisfaction. This article reports the find- 2000-05 6 (5%)
ings from Section 3 of the survey. 2006-10 23 (20%)
SPSS Version 24.0 (IBM Corp., Armonk, NY, 2011-16 82 (71%)
USA) was used to analyze the quantitative data. The Years of practice experience
chi-squared test or Fisher’s Exact Test was used to <1 12 (10%)
compare categorical variables, and a p-value of <0.05 1-5 39 (34%)
was used to determine statistical significance. Quali- 6-10 26 (22%)
tative data emerging from the open-ended questions 11-15 13 (11%)
were analyzed thematically for repeating themes. 16-20 10 (9%)
21-25 5 (4%)
26 or more 11 (9%)

Results Province of practice

Alberta 16 (14%)
Of the 365 BDSc alumni who received the British Columbia 85 (73%)
email invitation, 116 responded, for a response rate of Manitoba 1 (1%)
Ontario 8 (7%)
32%. The respondents varied in program completion
Quebec 1 (1%)
pathway, year of graduation with a BDSc, years of International 5 (4%)
practice experience, and province of practice (Table 1).
Note: Percentages may not total 100% because of rounding.
Most respondents had earned their BDSc degree
*The first ETP class graduated in 2011.
through the degree-completion pathway (66%),

August 2018  ■  Journal of Dental Education 811

 When respondents were asked to identify their ment: “[The degree] provided many opportunities to
primary and secondary practice areas, 79% reported explore other areas of dental hygiene besides clinical
working in clinical practice (Figure 1). Other practice therapy.”
areas reported were education (23%), administra- Among the degree-completion graduates, 41%
tion (9%), public health/community practice (8%), of respondents had changed their primary practice
and research (5%). Overall, 45% worked outside setting after earning their degree. Approximately
the traditional private clinical dental practice; these 30% had moved from working in a private dental
included those respondents who worked in clinical practice to education (17%), community or public
practice and an alternate practice area. When asked if health (8%), hospitals (3%), residential care (1%),
the baccalaureate degree was required and/or consid- or a professional or regulatory body (1%). Those
ered an asset for employment in any of their practice respondents who continued to practice in a clinical
settings, 35% indicated that the degree was required setting reported feeling that the degree had a posi-
and 86% that the degree was considered an asset. tive impact on their client care by enhancing their
A significantly greater proportion of ETP critical thinking, research use, and evidence-based
respondents (88%) worked in a clinical practice decision making skills. One noted that the degree
setting than the degree-completion respondents “allowed me to think more critically and make my
(55%), meaning that a greater proportion of degree- clinical decisions more evidence-based.” Another
completion graduates worked in a setting other than commented, “I feel more confident in researching
a private dental office (p<0.01). More specifically, and relating information to peers and patients. I have
more degree-completion respondents worked in the a better understanding of my facts and knowledge
areas of education (p<0.05) and research (p<0.01) when discussing or debating issues with other health
than the ETP respondents. The majority (75%) of care collaborators.”
the degree-completion respondents strongly agreed
or agreed that the BDSc degree expanded their career Additional Education
opportunities, and 67% of them indicated they were
Over 25% of the respondents had pursued
able to find employment in their area of interest after
further education after earning their BDSc degree.
earning the BDSc degree. Graduates were generally
Approximately 21% had earned a master’s degree,
satisfied with the impact the degree had had on their
and another 4% were enrolled in a master’s degree
careers. The following comment captures this senti-

Figure 1. Respondents’ primary and secondary practice areas, by percentage of total respondents (N=116)

812 Journal of Dental Education  ■  Volume 82, Number 8

program. In addition, 4% had earned a doctoral offered more autonomy, responsibility, income, and
degree, and another 1% were enrolled in a doctoral benefits.” A significantly greater proportion of UBC
program. Fields of study in these graduate degrees BDSc graduates had earned a master’s degree (21%
included adult education (MEd), business admin- vs. 2%, p<0.001) and a doctoral degree (4.5% vs.
istration (MBA), dental and craniofacial sciences 0.8%, p=0.002) than respondents on the 2015 CDHA
(MSc, PhD), health studies (MHS), and public health job market and employment survey.2
(MPH). Other education pursued after earning the
BDSc degree included two respondents who had Intra- and Interprofessional
earned a Doctor of Dental Medicine (DMD) degree
and a third respondent currently enrolled in a DMD Collaboration
program. Respondents were asked to identify with whom
A significantly greater portion (p=0.04) of they practiced collaboratively. They reported col-
degree-completion respondents had pursued gradu- laborating mainly with general dentists (90%), fol-
ate education than the ETP respondents. The pursuit lowed by dental specialists (56%), physicians (35%),
of graduate education also facilitated the attainment pharmacists (22%), and nurses (20%) (Figure 2). On
of employment positions in academia. As one re- average, UBC BDSc graduates practiced collabora-
spondent wrote, “The bachelor’s degree formed the tively with significantly more non-dental health pro-
beginning of an academic journey that opened doors fessionals than did respondents to the CDHA’s 2015
for me into graduate studies and academia (research, national survey2 (2.7 vs. 0.8 professionals, p<0.001).
education, and administration/service).” According Only 4% of our survey respondents selected “none of
to another, “The BDSc opened doors to graduate the above/not applicable” regarding interprofessional
education which ultimately resulted in an ability to collaborations compared to 17% in the CDHA sur-
explore career avenues in education, administration, vey.2 No statistically significant difference was found
and leadership, resulting in a managerial position that between the UBC BDSc graduates and the CDHA

Figure 2. Intra- and interprofessional practice reported by University of British Columbia (UBC) BDSc respondents
(N=116) compared to Canadian Dental Hygienists Association (CDHA) 2015 survey respondents (N=5,500), by
percentage of respondents in each survey

Source: CDHA information comes from Canadian Dental Hygienists Association. 2015 job market and employment survey: full report.
2015. At: www.cdha.ca/cdha/Career_folder/Job_Market___Employment_Survey/CDHA/Career/Survey/Job_Market_Survey.aspx?hkey=
e3d1dbda-c64c-4b5a-9f0e-59ac6e0cd39f. Accessed 14 Aug. 2017. Dental specialists and pharmacists were not included in the
CDHA survey.

August 2018  ■  Journal of Dental Education 813

 survey respondents regarding collaboration with fessional development (61%), uniform allowance
dentists. On our survey, most degree-completion re- (44%), extended health insurance (43%), sick leave
spondents (68%) strongly agreed or agreed that they (37%), dental insurance (35%), pension/retirement
had developed a more interprofessional approach in savings (28%), and disability insurance (28%). UBC
their practice after earning the BDSc degree. BDSc graduates received significantly more employ-
ment benefits than the 2015 CDHA survey respon-
Income and Benefits dents2 (4.0 vs. 3.5, p<0.001). The most significant
differences in benefits received between the UBC
For those UBC BDSc graduates who received
and the national CDHA survey respondents (Figure
an hourly wage, 66% earned at least $40 per hour,
4) were with dental insurance (UBC 35% vs. CDHA
and 16% earned at least $50 per hour. Of full-time
14%, p<0.001), pension/retirement savings (UBC
BDSc graduates, 47% earned an annual income of
28% vs. CDHA 10%, p<0.001), and professional
at least $80,000. A significantly greater proportion
fees (UBC 18% vs. CDHA 9%, p=0.02). A greater
of full-time UBC BDSc graduates earned more than
proportion of respondents from the CDHA survey
$80,000 annually than did respondents to the 2015
received a uniform allowance compared to UBC
CDHA survey2 (47% vs. 23%, p<0.001; Figure 3).
BDSc graduates (60% vs. 44%, p=0.007).
Years of practice experience had no significant
influence on annual income, and no significant dif-
ferences in income were found between ETP and Career Satisfaction
degree-completion graduates. The BDSc degree also enhanced the respon-
The employment benefits that the greatest dents’ career satisfaction. The majority of degree-
number of full-time UBC BDSc graduates reported completion respondents (72%) reported being more
receiving were paid vacation/holidays (77%), pro- satisfied with their career after earning their degree

Figure 3. Annual self-reported full-time income of University of British Columbia (UBC) BDSc respondents (N=116)
compared to Canadian Dental Hygienists Association (CDHA) 2015 survey respondents (N=5,500), by percentage of
respondents in each survey

Source: CDHA information comes from Canadian Dental Hygienists Association. 2015 job market and employment survey: full
report. 2015. At: www.cdha.ca/cdha/Career_folder/Job_Market___Employment_Survey/CDHA/Career/Survey/Job_Market_Survey.
aspx?hkey=e3d1dbda-c64c-4b5a-9f0e-59ac6e0cd39f. Accessed 14 Aug. 2017.

814 Journal of Dental Education  ■  Volume 82, Number 8



Figure 4. Employment benefits received by full-time University of British Columbia (UBC) BDSc respondents (N=116)
compared to Canadian Dental Hygienists Association (CDHA) 2015 survey respondents (N=5,500), by percentage of
respondents in each survey

Source: CDHA information comes from Canadian Dental Hygienists Association. 2015 job market and employment survey: full
report. 2015. At: www.cdha.ca/cdha/Career_folder/Job_Market___Employment_Survey/CDHA/Career/Survey/Job_Market_Survey.
aspx?hkey=e3d1dbda-c64c-4b5a-9f0e-59ac6e0cd39f. Accessed 14 Aug. 2017.

compared to when they were practicing with a di- degree was the bridge to the master’s.” Another
ploma, and half (52%) attributed this increase in emphasized that “the BDSc degree opened doors to
career satisfaction to having more variation in their graduate education, increased my career opportuni-
daily work. More specifically, respondents were ties outside of clinical practice, and has increased my
asked to rate their levels of satisfaction with their career satisfaction. I feel I am able to have a greater
careers regarding the opportunity to practice to their impact on the dental hygiene profession through
full scope, autonomy in decision making, ability to education.”
use research in practice decisions, ability to initiate
and implement change, respect among professional
colleagues, and interactions with other health care Discussion
professionals. The majority of degree-completion
Overall, 75% of the degree-completion respon-
respondents (77% to 93%) reported feeling satisfied
dents reported that the BDSc degree expanded their
in these areas (Table 2).
career opportunities, and 45% of all respondents had
Respondents were asked to explain how their
employment outside the traditional clinical practice
additional education impacted their professional
setting. Previous research has found that expanding
practice and career satisfaction. Opening doors to
career opportunities in the areas of education, public
graduate studies and increasing opportunities outside health, administration, and research has been one
clinical practice leading to more variation in work of the primary motivating influences for pursuing a
were themes expressed across the respondents. One dental hygiene degree.18,21,22 Furthermore, baccalaure-
commented, “With regard to having more variation ate dental hygienists in Smith et al.’s 2016 study were
in my daily work, income, job security, I feel these motivated to pursue a graduate degree as a means to
increased as a result of my master’s degree and sub- move out of clinical practice and transition predomi-
sequent entry into education. However, the BDSc nantly into public health and academia.6

August 2018  ■  Journal of Dental Education 815

 Table 2. Degree-completion respondents’ career satisfaction after earning University of British Columbia BDSc degree (N=77)
Area of Satisfaction Very Satisfied or Satisfied Neutral Very Dissatisfied or Dissatisfied

Opportunity to practice to full scope of practice 86% 8% 6%

Autonomy in decision making 84% 12% 4%
Ability to appraise and use current research to 93% 6% 1%
support evidence-based decisions
Ability to initiate and implement change 77% 21% 2%
Respect among professional team/colleagues 86% 10% 4%
Interacting with other health professionals 80% 18% 2%

Studies over the past two decades have clearly time since graduation to pursue graduate studies and
demonstrated that baccalaureate dental hygienists careers in education and research.
have been more successful in securing employment Over 25% of our survey respondents had pur-
in practice areas outside the traditional private dental sued graduate education. Significantly more degree-
clinic.15-20 These studies reported that baccalaureate completion respondents had pursued graduate
dental hygienists were more likely to practice in edu- education than the ETP respondents; this finding is
cational institutions, health authorities, professional again a reflection of the greater amount of time since
associations, regulatory bodies, and industry and to graduation for the degree-completion graduates.
enter graduate studies compared to those practic- Our results showed that graduate education further
ing with an associate degree or diploma. Education facilitated career opportunities in non-traditional set-
beyond the diploma is needed to increase one’s tings. However, more research is needed to explore
breadth and depth of knowledge within and outside ability-based and practice outcomes of graduate
of dental hygiene theory in order to explore different degree education for dental hygienists.
career opportunities, embrace leadership positions, Our study also confirmed that advancing den-
and contribute to society in a variety of complex tal hygienists’ education positively impacted their
practice environments, and many organizations are interprofessional practice behaviors. Similar to our
now requiring a minimum of a baccalaureate degree findings, Sunell et al. found that the majority of dental
for employment in non-clinical settings.8 Our find- hygienists who returned to university to complete
ings support this movement, as the majority of our their degrees reported collaborating more with other
respondents indicated the baccalaureate degree was health professionals.20 A greater proportion of UBC
considered an asset, and over one-third indicated the BDSc graduates practiced collaboratively with non-
degree was required for employment. dental health professionals than the respondents to
Our study is the first to explore career outcomes CDHA’s national survey.2 An increase in dental hy-
of graduates from a four-year ETP dental hygiene gienists’ self-confidence as a result of their additional
degree. The results showed that only 12% of the education has been linked to a greater involvement in
ETP respondents worked outside clinical practice. A interprofessional contexts.23 In addition, the increased
significantly greater proportion of degree-completion collaboration scores found in our study were likely
respondents worked in the education and research a result of UBC BDSc graduates’ practicing outside
practice areas compared with ETP graduates. This the private dental practice setting. The 45% of our
finding was not surprising as 2011 marked the year respondents whose practice areas involved education,
of UBC’s first cohort of ETP graduates; thus, these public health, administration, and research would
respondents would have a maximum of five years’ be more likely to work alongside non-dental profes-
experience. CDAC requires that dental hygienists sionals. The relationship between interprofessional
who are appointed as clinician-educators and have collaboration and patient safety has been documented
preclinical and clinical supervisory responsibilities internationally and is supported by the World Health
have a minimum of three years of clinical practice Organization’s articulation of the abilities required of
experience.9 Most UBC ETP respondents had not health professionals in the 21st century.24
practiced for at least three years. Dental hygienists, This study is the first to report differences in
however, have obtained a UBC BDSc degree through annual incomes and employment benefits between
the degree-completion pathway since 1994, so these dental hygienists who are practicing with a diploma
graduates have more clinical practice experience and as their highest credential and those practicing with

816 Journal of Dental Education  ■  Volume 82, Number 8

a minimum of a baccalaureate degree. The higher through a degree-completion pathway, this study
income levels and increased benefits received by makes a novel contribution by including dental
the UBC BDSc graduates when compared to those hygiene graduates of a four-year entry-to-practice
who responded to CDHA’s 2015 survey2 were likely baccalaureate degree program. The results strengthen
a result of practice area and graduate education pur- our understanding of the impact of earning a dental
sued. Those dental hygienists with a baccalaureate hygiene degree on career outcomes. We found that
or graduate degree were more likely to be employed baccalaureate dental hygienists were successful
in an organization (educational institution, health in securing diverse employment positions in non-
authority, association) in which employment posi- traditional practice areas such as administration,
tions are salaried, unionized, and associated with education, public health, and research. Earning a
comprehensive benefits packages.15-20 Earning a degree also provided the opportunity for these dental
graduate degree would further facilitate the securing hygienists to pursue graduate education. Increased
of such employment positions. Income differences interprofessional collaboration behaviors, annual
may also be the result of our respondents’ primarily income, and employment benefits were also results of
practicing in British Columbia and Alberta, where advancing one’s education. Overall, the respondents
dental hygiene incomes are known to be higher than reported increased levels of career satisfaction after
in other provinces in Canada.2 earning their degree. This study may provide impe-
The majority of our survey respondents were tus for further dialogue regarding advancing dental
more satisfied with their careers after earning a UBC hygiene entry-to-practice education to prepare dental
BDSc degree. Contributing factors included having hygienists for diverse roles in society. Future research
more variation in their daily work, practicing to their can integrate graduate outcomes from other Cana-
full scope of practice, autonomy in decision making, dian universities with dental hygiene baccalaureate
ability to use research in practice decisions, ability to programs to collect more national data on outcomes
initiate change, respect among colleagues, and inter- of degree education.
actions with other health care professionals. These
outcomes are associated with the diversity in practice
areas. Similar results were found in Imai and Craig’s Acknowledgments
study in which 85% of BDSc graduates indicated that The researchers would like to thank Ms. Rose-
the degree expanded their career opportunities out- mary Casson, Manager of Alumni Engagement in
side the clinical practice setting.18 Similar to our find- UBC’s Faculty of Dentistry, for her assistance with
ings, Imai and Craig found that the majority of their participant recruitment in this study.
respondents (77%) were able to find employment
in their area of interest, and 48% experienced more REFERENCES
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818 Journal of Dental Education  ■  Volume 82, Number 8