ADEA Core Competencies for Graduate Dental Hygiene Education: (As approved by the 2011 ADEA House of Delegates).

Graduate education in dental hygiene is imperative for developing a cadre of dental hygiene professionals who will lead the profession and assume leadership roles in health care and education, as well as developing scholars to participate in the generation and dissemination of knowledge. Dental hygiene graduate education is based on a body of knowledge that is specific to the roles of the dental hygienist. In addition, a master’s degree program must meet the diverse needs and interests of its students, as well as prepare graduates capable of meeting the complex oral health needs of a diverse population. Therefore, the master’s degree program should consist of a multifaceted education composed of theory and practical application that provides an expanded education and the opportunity to develop additional skills in emphasis areas. In addition, technology should be utilized to make graduate education accessible to students regardless of geographic location. Ultimately, the dental hygiene graduate program should prepare graduates to assume roles in various employment environments and provide them with the tools to initiate as well as to adapt to change. It is imperative that these programs promote advanced communication and interpersonal skills, critical and reflective thinking, evidence-based decision making, problem-solving, technology and information literacy, interdisciplinary and interprofessional collaboration, scholarly inquiry and application, ethical and professional behavior, and the value of lifelong learning. The intent of this document is to further define the body of professional knowledge and to establish an educational foundation for all graduate-level dental hygiene programs. Competencies describe the knowledge, skills, and attitudes expected of the graduate, establish benchmarks for outcomes assessment, and guide the development of relevant curriculum content. The defined core competencies for the master’s degree in dental hygiene are intended to support the educational quality of existing, developing, and future graduate education programs. There are several purposes for the creation and use of this document. One purpose is to concisely establish the competencies that are expected of graduates. Educational competencies serve to inform and guide faculty members, students, and other stakeholders to have a common understanding of the knowledge, skills, abilities, and characteristics of program graduates. Second is to offer direction to graduate dental hygiene programs with respect to curriculum development and enhancement and to establish a benchmark of educational quality. Another purpose is to assist new professionals by defining what it means to be a graduate of a master’s degree program in dental hygiene and offer direction to those seeking a graduate degree in the profession. Core competencies also provide direction to faculty for designing learning experiences for students, while informing stakeholders about the expectations of the graduate. The core competencies for the master’s degree in dental hygiene assist in defining the profession of dental hygiene. In addition, all master’s level dental hygienists should understand how oral health and the profession of dental hygiene align with a global perspective on overall health, regardless of the roles they assume after graduation, e.g., education, teaching, community health, administration, or others. Since 2008, both the American Dental Education Association (ADEA) and the American Dental Hygienists’ Association (ADHA) have discussed the development of competencies through their respective structures: the ADEA Graduate Dental Hygiene Program Directors Special Interest Group and the ADHA Council on Education. Both organizations have missions that support the development of graduate competencies for the profession. ADEA’s mission is “to lead individuals and institutions of the dental education community to address contemporary issues influencing education, research, and the delivery of