A qualitative case study on the impact of Guided Biofilm Therapy-based clinical education experiences on clinical communication and global competence among dental hygiene students

Objectives: This study qualitatively explored the learning experiences of dental hygiene students who participated in an international clinical training program based on guided biofilm therapy (GBT), focusing on their perceptions of clinical communication, self-efficacy, professional identity, global competence, and a prevention-centered approach to dental care. Methods: Ten undergraduate dental hygiene students from a university in Korea participated in an international clinical training program conducted from August 16 to 30, 2025. Data were collected through post-program in-depth interviews and daily reflective learning journals. Qualitative content analysis and thematic analysis were performed, and trustworthiness was ensured through member checking, peer debriefing, and data triangulation. Results: Five overarching themes emerged: confidence in clinical communication, enhanced self-efficacy, expanded professional identity awareness, the development of global communication competence, and a shift toward a prevention-centered clinical perspective. Structured GBT stages and practicebased learning supported the understanding of the clinical communication flow and reduced the psychological burden during patient interactions. Multicultural clinical experiences also promoted cultural openness and awareness of global competence. Conclusions: These findings provide foundational evidence for the incorporation of prevention-centered, practice-based, and internationalized educational approaches into dental hygiene curricula.