Assessment of student knowledge and skills in the learning process of dental hygiene studies is especially important. Regular testing of the students knowledge and skills  encourages students to work systematically in acquiring new knowledge and developing skills. Assessment and appropriate feedback encourage students‘ learning and promote their learning motivation. By evaluating students‘ achievements, teachers seek students’ further development.

The students of the Oral Hygiene study programme are encouraged to develop their capacity to interpret the information obtained,  to critically assess the information and to adapt it in addressing real problems, e.g. practical training provides conditions for students to work with real patients and simulated clinical situations, to provide oral care to various individuals.

Proper feedback encourages the improvement of student academic achievements and  personal development (development of independence and creativity, as well as communication and career management skills) and  preparation for professional activities.

In 2007-2008, tripartite agreements were signed for student and teacher exchange, according to EU Lifelong Learning / Erasmus programme with the following institutions of higher education: Riga Stradins University (Riga, Latvija), Stevenson College (Edinburgh, Škotija), Medical university of Lodz (Lodz, Lenkija), Savonia University of Applied Sciences (Kuopio, Suomija). Relationships have been established and contracts negotiated as regards student and teacher exchange, professional practices and professional upgrading under the Erasmus programme with Coatbridge College, (Glasgow, Scotland), Haaga University of Applied Sciences (Netherlands),  University of Applied Sciences Utrecht (Netherlands). Students are provided opportunities to participate in volunteer activities according to their selected area of interest. Students can become involved in student government structures, where various events and student holidays are organized.

Learning outcomes. Graduates will:

1. Know about international and national normative documents regulating oral hygienist‘s professional practice and apply them in oral hygienistꞌs professional practice. 
2. Integrate knowledge of biomedical sciences determining cauzes and factors of dental diseases occurance in oral hygienist‘s practice. 
3. Carry our applied research within oral hygience practice interpreting epidemiological data and research results in order to find out solutions for oral care problems. 
4. Work with diagnostic dental equipment, devices, instruments and materials applying measures of infection control and methods for completing oral care procedures. 
5. Complete professional documentation assessing patientꞌs general and oral health condition, risk of diseases, formulating diagnosis and making a plan for intended prevention procedures. 
6. Recognize life threatening conditions and react to them appropriately providing emergency medical aid. 
7. Work in a team, communicate and cooperate within patient-oriented oral hygiene practice introducing innovations. 
8. Consult patients on questions of oral and dental diseasesꞌ prevention and healthy living preparing prevention programs for improving health maintenance factors. 
9. Perform procedures respecting professional ethics and citizenship as well as ensuring quality of oral hygiene clinical practice.
10. Critically assess solutions made by oral hygienist respecting ethics and confidenciality principles and applying modern technologies and information systems. 

Language of instruction: English and Lithuanian

An evaluation system utilizing a ten-point scale assesses knowledge and skills progressively throughout the semester. Various assessment methods, including tests, individual/group activities, presentations, projects, and practical assignments, contribute to gauging learning outcomes.
The final grade encompasses both the final bachelor‘s thesis and the concluding practical examination. The evaluation of the final bachelor‘s thesis and final exam summarise the general and special knowledge and skills acquired by the student to meet the qualificative requirements set for the professional bachelor’s degree.

The curriculum focuses on assignments and collaborative tasks designed to foster problem-solving and critical thinking skills. A conducive learning setting empowers students to self-manage their studies, reflect on their actions, and stimulate creativity and innovation. The program aims to engage students actively in their learning journey, promoting discussions and dialogues between educators and learners during lectures.