dmd curriculum committee course change proposaldmd curriculum committee course change proposal...

The Foundation for The Gator Nation An Equal Opportunity Institution

DMD CURRICULUM COMMITTEE COURSE CHANGE PROPOSAL

(Submit completed form to the Office of Education, [email protected] )

Date: 05-10-2016

Course Title: 6502 - Preventive and Public Health Dentistry

Proposed Course New Title: Cariology I: Basic Cariology and Preventive Dentistry

Department: Restorative Dental Sciences

Course Director: Deborah Dilbone (current) – Marcelle Nascimento (new)

Request/Revision: We are proposing to significantly modify this course into a new Cariology

and Preventive Dentistry course. The 6502 course is currently on semester 3 (Summer),

and we are proposing to introduce the new course on semester 2 (Spring) –

concurrent with DEN5405c (Operative Dentistry I).

Rationale: (If you are requesting additional class time please include why this time cannot come from re-prioritizing the current content, shifting to independent study in areas of direct instruction and/or cannot be incorporated in another existing course.)

The teaching of Cariology is fundamental for predoctoral dental education. The current

curriculum does not allow sufficient teaching time for important topics of basic and clinical

Cariology. Moreover, there are some critical organizational issues and Cariology is now being taught

in small fragments throughout our DMD curriculum.

Student hours requested by event and science type:

Hours by Type Biomedical

Hrs.

Behavioral

Hrs.

Clinical

Hrs.

Total

Hrs.

Lecture/seminar 22 22

Independent

study

Laboratory 8 8

Clinical 4 4

TOTAL HOURS 34 34

Department Chair Approval: __X___YES_____NO Signature_________________________

Proposed implementation date/semester Spring 2017

Curriculum Committee Action:

Approved in Concept

Approval Credit Hours Change

Reject

mailto:[email protected]

Proposal for new Cariology and Preventive Dentistry Course

Session Type Presenter Topic

• Indicate where this topic is currently

covered in other courses? • Indicate time in minutes to be removed

from other courses where this topic is included.

1. 1 hour LECTURE

Nascimento

- Introduction to the course - Introduction to Cariology

2. 1 hour LECTURE

Nascimento

Caries Etiology: Host Factors. The role of Saliva, Diet and OH.

Removed from DEN5405C to DEN6502C

3. 2 hours LECTURE Von Castel Nutritional Assessment and

Nutrition in Oral Diseases

Currently, nutrition topics take 6 hours in DEN6502C

4. 1 hour LECTURE

Nascimento

Caries Etiology: Microbial Factors The role of biofilm and pH.

Some information is currently in DEN5127

5. 2 hours CLINIC

Nascimento

Clinical Section: Saliva and Biofilm Assessments

Not included in the current curriculum

6. 2 hours LECTURE

Nascimento

Caries Detection and Diagnosis. Differential Diagnosis of Caries.


7. 1 hour LECTURE Geraldeli Pulp and Dentin Biology: Reactions

to Caries


8. 1 hour LECTURE

TBD Radiology faculty Radiology of Dental Caries

?

9.

2 hours LAB

Nascimento

- Histopathology of dental caries: Visual examination of sectioned teeth. - Caries Detection - ICDAS


10. 1 hour LECTURE

Nascimento

Caries Risk Assessment, Diagnosis and Synthesis

Removed from DEN5405C to DEN6502C. Some information is also included in DEN6302.

2

11. 2 hours CLINIC

Nascimento

Caries Risk Assessment and Intra-oral exam of hard dental tissues


12. 1 hour LECTURE

Nascimento

Caries Management I: Non-invasive options, The role of Fluoride Therapy

DEN6502C

13. 1 hour LECTURE

Nascimento

Caries Management II: The role of Non-Fluoride Therapy


14. 1 hour LECTURE

Nascimento

Caries Management III: The Role of mechanical and chemical control of dental

DEN6502C

15. 2 hours LAB Nascimento Prophylaxis, fluoride varnish, SDF


16. 2 hours LAB

Nascimento

Dental Sealants and ART

Sealants: Removed from DEN5405C to DEN6502C ART: not included in the current curriculum

17. 2 hours LECTURE

Tomar

Overview of Dental Public Health

DEN6502C

18. 2 hours LECTURE

Tomar

Dental care delivery, financing, access

DEN6502C

19. 2 hours LECTURE

Tomar

Health promotion, community health education

DEN6502C

20. 1 hour LECTURE Nascimento

Operative Intervention and Management of Carious Tissues (Caries Removal)


21. 2 hours LAB

Nascimento

Management of Carious Tissues (Caries Removal)


22. 2 hours LECTURE

Nascimento

Discussion of Clinical Cases related to Caries Management & Course Summary


UFCD Cariology Mapping(Have knowledge of, Be capable of, Be familiar with) DEN6502C DEN5127C DEN5405C DEN6302C

Domain I. The Knowledge Base: Objective and Learning Outcomes

1.1

Normal development, growth, and structure of the dental and oral tissues (for example, dental hard tissues, pulp, and salivary glands) at the molecular levels.macroscopic, microscopic, and molecular levels.

1.2Developmental disorders of the dental and oral tissues at the molecular levels.macroscopic, microscopic, and molecular levels.

1.3

Describing and discussing the mechanisms and dynamic processes involved in maintaining a state of health, as well as the host response in caries, erosion, and non-erosive wear at the macroscopic, microscopic, and molecular levels. ✔ ✔ ✔

1.4The role of oral biofilms, diet and nutrition, saliva and other host factors, fluoride, and behavioral/social factors related to caries and other dental hard tissue disorders. ✔ ✔ ✔

1.5Biochemical events in the biofilm, in saliva, and in dental hard tissues. ✔

1.6Acid and base production, buffering properties, and the effects of saturation in saliva and biofilm. ✔

1.7The role of environmental factors, drugs, and systemic diseases related to caries and other dental hard tissue disorders. ✔ (some)

1.8The physical and biological changes in the structure of dental hard tissues as related to detection, assessment, and diagnosis of caries and other dental hard tissue disorders. ✔

1.9

The physical and biological science of radiography and radiographic interpretation as related to detection, assessment, and diagnosis of caries and other dental hard tissue disorders, including safety issues.


1.10The principles of evaluating the performance of current and emerging caries detection, assessment, and diagnostic methods as applied to caries and other dental hard tis sue disorders. ✔ (some)

1.11The principles of evaluating risk factors, risk indicators, and protective factors associated with risk assessment of caries and other dental hard tissue disorders. ✔

1.12The behavioral sciences including the psychological, sociological, and socioeconomic factors underlying interpersonal skills, communication, and behavior modification.

1.13

The mechanism of action, composition, properties, limitations, and side effects of commonly available and emerging materials designed for the preventive, nonsurgical, and surgical management of oral tissues. This includes, but is not limited to products, devices, equipment, technologies, and techniques for the preventive nonsurgical and surgical management and treatment of dental caries and other dental hard tissue disorders, at individual, group, and population levels. ✔ ✔

1.14 The basics of epidemiology.

1.15The principles of risk assessment (e.g., interpretation of outcomes expressed as sensitivity, specificity, area under the ROC-curves, etc.).

1.16Research methodology and its limitations, including study design, sampling, bias, and statistics.


2.1

Recognizing normal and abnormal tooth tissue and differentiating between carious and non-carious hard tissue changes or anomalies. This should encompass primary and secondary caries lesion detection utilizing visual, tactile, and radiographic data for both coronal and root surfaces. ✔

2.2

Defining and correctly using terminology regarding caries lesion detection (through appropriate visual, tactile, and radiographic means), caries lesion assessment (e.g., stages of the caries process), and caries diagnosis. ✔

2.3Collecting and recording data on the presence of dif-ferent stages of the caries process, including assessment of lesion activity (signs) and symptoms related to dental caries. ✔ (some)

2.4Collecting, analyzing, and integrating data on signs and symptoms of dental erosion or non-erosive tooth wear, in order to arrive at an accurate diagnosis of these conditions. ✔ (some)

2.5Assessing the underlying causes of dental caries, dental erosion, or non-erosive tooth wear and the use of such information to make informed treatment decisions (see also Domains III and IV). ✔ (some)

2.6The different types of developmental anomalies and differentiation of these conditions from caries and dental erosion or non-erosive tooth wear or anomalies due to genetic disorders.

Domain II. Diagnosis, Risk Assessment, and Synthesis: Objectives and Learning Outcomes


2.7

Emerging methods for caries lesion, erosion, and non-erosive tooth wear detection, staging, and classifica- tion; how to evaluate these devices and the information derived from them; and how to use evidence-based information to make informed treatment decisions (see also Domains III and IV). Examples of emerging caries detection methods are laser fluorescence, optical coher- ence tomography, and near infrared imaging. ✔ (some)

2.8

Selecting the risk factors, disease indicators, and protective factors appropriate to the patient. For example, the patient’s medical, oral, and dental history; social history; oral health literacy; oral health behaviors; oral hygiene; knowledge, preferences, and self-efficacy; dietary habits; intraoral biological factors; caries experience (past and current); fluoride exposure and use; systemic health; and new validated risk factors as evidence emerges. ✔

2.9Assigning a risk category, and reassessing this over time, based on information obtained in 2.8.

2.10

Communicating the results of risk assessment with patients or others, and providing recommendations to enable patients to reduce the risk of developing new caries lesions and/or progression of existing lesions in the future (see Domains III and IV). ✔

2.11How to evaluate the evidence supporting emerging information on risk factors, disease indicators, and protective factors.

2.12Eliciting and assessing patients’ needs, preferences, readiness for change, and interests for the management of caries. ✔ (some)

2.13Motivational engagement through motivational interviews or other means.


2.14

Making clinical decisions incorporating, when appropriate, findings from monitoring and reassessment of caries. These aspects link to the clinical decision making aspects of Domains III and IV. ✔

2.15

Providing treatment options, including referral to specialists for medical and dental care and for other rare disorders of dental hard tissues or medical illnesses causing dental hard tissue disorders.

2.16

Dental erosion or non-erosive tooth wear, synthe- sizing all relevant findings from histories and examinations by combining and interpreting them, in order to enable patient-centered and shared clinical decision making. ✔ (some)

2.17Eliciting and assessing patients’ needs, preferences, and interests for the management of dental erosion or non-erosive tooth wear.

2.18

Making clinical decisions incorporating, when appropriate, findings from monitoring and reassessment of dental erosion or non-erosive tooth wear. These aspects link to the clinical decision making aspects of Domains III and IV.


3.1 Establishing rapport in a trusting patient-dentist relationship.

3.2

Helping the patient understand the importance of taking an active role in the preventive process, and involving the patient to promote his or her understanding of the disease, with the goal of enhancing compliance with professional and individual preventive measures as a contribution to future oral health.

3.3

Identifying and understanding the psychological, physical, and social factors, including culturally related differences in behaviors that might have an influence on patient compliance and on the outcome of preventive measures implemented and advised.

3.4Evaluating the patient’s readiness to change and potential for compliance with the proposed preventive and nonsurgical plan.

3.5Identifying, understanding, and discussing patient expectations, desires, attitudes, needs, and preferences when considering preventive treatment planning.

3.6Obtaining informed consent for delivery of all aspects of preventive care.

3.7Working with other members of the dental and/or medical team, and having a clear knowledge of their roles and responsibilities during preventive care and maintenance.

3.8Making appropriate, timely consultations and/or referrals by exchanging patient information with other dental specialists and/or health care professionals.

3.9Behavioral factors that facilitate the delivery of preventive dental care.

Domain III. Preventive Therapy, Nonsurgical Therapy, and Clinical Decision Making: Objectives and Learning Outcomes


3.10Patient-related factors influencing the outcome of preventive advice, e.g., expectations, compliance over time, and manual dexterity.

3.11Nonverbal communication skills, e.g., intonation, body language, sitting position, and eye contact.

3.12Behavioral interventions such as motivational inter- viewing and self-determination theory.

3.13Enabling the patient to recognize the association between oral and systemic diseases.

3.14Educating patients concerning the etiology of dental hard tissue diseases, and encouraging them to assume responsibility for their oral health.

3.15Educating patients concerning dietary habits and other destructive habits relevant to oral health. ✔ ✔

3.16

Developing a treatment plan that encompasses the most appropriate evidence-based nonsurgical methods for the prevention and management of dental caries for an individual patient, and reassessing this plan over time. ✔

3.17

Administering and prescribing preventive chemotherapeutic agents (such as fluorides, antimicrobials, calcium- based strategies) based on risk and according to the best evidence available. ✔

3.18Teaching patients to perform appropriate oral hygiene techniques. ✔

3.19Monitoring the effects of mechanical and chemical plaque control.

3.20 Performing dental prophylaxis.

3.21Applying sealants, and evaluating when they need to be reapplied or repaired. ✔

3.22Critical appraisal of new developments and how to integrate them in his or her clinical activities.


3.23

Administrating and prescribing preventive and chemotherapeutic agents in a personalized manner tailored to the patient’s needs and limitations (e.g., for groups with special needs, such as aged or disabled persons or those with systemic or psychiatric diseases).

3.24Mechanisms of caries prevention agents (including emerging caries prevention agents) and their methods of application and administration. ✔

3.25Limitations and adverse effects of agents and products used in preventive care.

3.26Destructive and protective role of diet in caries and dental erosion.

✔(not sure of the extent)


4.1Selecting the appropriate treatment option based on the best available evidence concerning the range of nonsurgical and surgical treatment options and the patient’s caries risk. ✔

4.2Continual reevaluation and reflection on the decision making process and application of evidence-based principles regarding the outcomes of surgical intervention. ✔

4.3Recognizing, understanding, and managing the con- sequences and outcomes of surgical intervention. ✔

4.4

The reactions of the dentin-pulp complex to the caries disease process and other dental hard tissue disorders with respect to surgical intervention and dental materials used during restorative procedures.

4.5 Success and failure rates of restorations. (DEN6407)

4.6Emerging technologies and materials for surgical management of caries and other dental hard tissue disorders. ✔

4.7

Using the best available evidence to provide tooth- preserving surgical treatment of caries lesions based on lesion stage and activity, and be competent at restoring the loss of dental hard tissue in form and function with consideration of the patient’s esthetic desires, while establishing and promoting oral health. ✔

4.8

Identifying which, if any, dental hard tissue needs to be replaced in order to extend the longevity of the tooth, again considering preservation of tooth structure and pulp vitality and the restorability of the tooth. ✔

Domain IV. Surgical Therapy and Clinical Decision Making: Objectives and Learning Outcomes


4.9

Performing and understanding the indications of different techniques of caries tooth structure removal (e.g., partial vs. complete, step-wise excavation, indirect and direct pulp capping) while preserving tooth structure and pulp vitality. ✔

4.10

Selecting and handling appropriate restorative materials, considering physical and chemical properties, biocompatibility, longevity, and patient’s caries risk for developing secondary caries if risk factors are not con- trolled, as well as patient’s needs and desires. ✔

4.11The impact of restorative procedures on mucosa, periodontal tissues, occlusion, and oral function.

4.12Emerging methods for caries removal, restorative techniques, and materials. ✔

4.13 Biomechanics of restorations. ✔


5.1 Identifying uncertainty or gaps in understanding.

5.2Formulating a clinical question, and finding the evidence to answer the question, using appropriate resources.

5.3 Searching for and using the most appropriate clinical guidelines.

5.4Critical appraisal of evidence for diagnostic methods and therapies.

5.5Evaluating the evidence for new treatment strategies in order to decide on their implementation.

5.6Recognizing the limitations of research methodology and guidelines.

5.7 The principles of EBD and the hierarchy of evidence.

5.8The methods of communicating EBD to individuals, groups, and populations.

5.9 The advantages and disadvantages of guidelines.

5.10Translating research findings into clinical and public health practice.

5.11The principles of research, including study design, sampling, bias, and biostatistics (related to Domain I).

5.12 Delivering oral disease prevention for groups.5.13 Assessing health-related behaviors and inducing changes.

5.14Managing issues related to individuals’ rights and interests, as well as to professionals’ rights, duties, and interests.

5.15Recording caries and other dental hard tissue disorders using appropriate indices at different disease levels in a public health setting.

5.16 The indices for various oral problems.5.17 The concept of oral health-related quality of life.

Domain V. Evidence-Based Cariology in Clinical and Public Health Practice: Objectives and Learning Outcomes


5.18The descriptive epidemiology of caries in relation to variables such as age, general health, and socioeconomic status.

5.19The identification of caries risk for individuals and groups in populations.

5.20The assessment of dental treatment needs from a public health perspective.

5.21Oral health advocacy, promotion, and prevention for populations as part of general health promotion.

5.22The organization interaction levels for prevention (individuals, groups, and populations).

5.23 The interactions between caries and other oral health problems.

5.24The organization of dental health care and public dental health care.

5.25The role of various health professionals and their interaction in public dental health.

5.26The application of epidemiological methods in dental public health.

5.27 Trends in dental health patterns and treatment needs.

5.28Concepts of health policy and general public health approaches in populations.

5.29 International (global) approaches to dental health care systems.

5.30 Health economic aspects of oral health programs.

(Have knowledge of, Be capable of, Be familiar with) DEN6502CDomain I. The Knowledge Base: Objective and Learning Outcomes

1.1

Normal development, growth, and structure of the dental and oral tissues (for example, dental hard tissues, pulp, and salivary glands) at the molecular levels.macroscopic, microscopic, and molecular levels.

1.2Developmental disorders of the dental and oral tissues at the molecular levels.macroscopic, microscopic, and molecular levels.

1.3

Describing and discussing the mechanisms and dynamic processes involved in maintaining a state of health, as well as the host response in caries, erosion, and non-erosive wear at the macroscopic, microscopic, and molecular levels.

1.4The role of oral biofilms, diet and nutrition, saliva and other host factors, fluoride, and behavioral/social factors related to caries and other dental hard tissue disorders.

1.5Biochemical events in the biofilm, in saliva, and in dental hard tissues.

1.6Acid and base production, buffering properties, and the effects of saturation in saliva and biofilm.

1.7The role of environmental factors, drugs, and systemic diseases related to caries and other dental hard tissue disorders.

1.8The physical and biological changes in the structure of dental hard tissues as related to detection, assessment, and diagnosis of caries and other dental hard tissue disorders.

1.9

The physical and biological science of radiography and radiographic interpretation as related to detection, assessment, and diagnosis of caries and other dental hard tissue disorders, including safety issues.

1.10The principles of evaluating the performance of current and emerging caries detection, assessment, and diagnostic methods as applied to caries and other dental hard tissue disorders.

1.11The principles of evaluating risk factors, risk indicators, and protective factors associated with risk assessment of caries and other dental hard tissue disorders.

1.12The behavioral sciences including the psychological, sociological, and socioeconomic factors underlying interpersonal skills, communication, and behavior modification.

1.13

The mechanism of action, composition, properties, limitations, and side effects of commonly available and emerging materials designed for the preventive, nonsurgical, and surgical management of oral tissues. This includes, but is not limited to products, devices, equipment, technologies, and techniques for the preventive nonsurgical and surgical management and treatment of dental caries and other dental hard tissue disorders, at individual, group, and population levels.

1.14 The basics of epidemiology.

1.15The principles of risk assessment (e.g., interpretation of outcomes expressed as sensitivity, specificity, area under the ROC-curves, etc.).

1.16Research methodology and its limitations, including study design, sampling, bias, and statistics.

2.1

Recognizing normal and abnormal tooth tissue and differentiating between carious and non-carious hard tissue changes or anomalies. This should encompass primary and secondary caries lesion detection utilizing visual, tactile, and radiographic data for both coronal and root surfaces.

2.2

Defining and correctly using terminology regarding caries lesion detection (through appropriate visual, tactile, and radiographic means), caries lesion assessment (e.g., stages of the caries process), and caries diagnosis.

2.3Collecting and recording data on the presence of different stages of the caries process, including assessment of lesion activity (signs) and symptoms related to dental caries.

2.4Collecting, analyzing, and integrating data on signs and symptoms of dental erosion or non-erosive tooth wear, in order to arrive at an accurate diagnosis of these conditions.

2.5Assessing the underlying causes of dental caries, dental erosion, or non-erosive tooth wear and the use of such information to make informed treatment decisions (see also Domains III and IV).

2.6The different types of developmental anomalies and differentiation of these conditions from caries and dental erosion or non-erosive tooth wear or anomalies due to genetic disorders.

2.7

Emerging methods for caries lesion, erosion, and non-erosive tooth wear detection, staging, and classifica- tion; how to evaluate these devices and the information derived from them; and how to use evidence-based information to make informed treatment decisions (see also Domains III and IV). Examples of emerging caries detection methods are laser fluorescence, optical coher- ence tomography, and near infrared imaging.

2.8

Selecting the risk factors, disease indicators, and protective factors appropriate to the patient. For example, the patient’s medical, oral, and dental history; social history; oral health literacy; oral health behaviors; oral hygiene; knowledge, preferences, and self-efficacy; dietary habits; intraoral biological factors; caries experience (past and current); fluoride exposure and use; systemic health; and new validated risk factors as evidence emerges.

2.9Assigning a risk category, and reassessing this over time, based on information obtained in 2.8.

2.10

Communicating the results of risk assessment with patients or others, and providing recommendations to enable patients to reduce the risk of developing new caries lesions and/or progression of existing lesions in the future (see Domains III and IV).

Domain II. Diagnosis, Risk Assessment, and Synthesis: Objectives and Learning

2.11How to evaluate the evidence supporting emerging information on risk factors, disease indicators, and protective factors.

2.12Eliciting and assessing patients’ needs, preferences, readiness for change, and interests for the management of caries.

2.13Motivational engagement through motivational interviews or other means.

2.14Making clinical decisions incorporating, when appropriate, findings from monitoring and reassessment of caries. These aspects link to the clinical decision making aspects of Domains III and IV.

2.15Providing treatment options, including referral to specialists for medical and dental care and for other rare disorders of dental hard tissues or medical illnesses causing dental hard tissue disorders.

2.16

Dental erosion or non-erosive tooth wear, synthe- sizing all relevant findings from histories and examinations by combining and interpreting them, in order to enable patient-centered and shared clinical decision making.

2.17Eliciting and assessing patients’ needs, preferences, and interests for the management of dental erosion or non-erosive tooth wear.

2.18

Making clinical decisions incorporating, when appropriate, findings from monitoring and reassessment of dental erosion or non-erosive tooth wear. These aspects link to the clinical decision making aspects of Domains III and IV.

3.1 Establishing rapport in a trusting patient-dentist relationship.

3.2

Helping the patient understand the importance of taking an active role in the preventive process, and involving the patient to promote his or her understanding of the disease, with the goal of enhancing compliance with professional and individual preventive measures as a contribution to future oral health.

3.3Identifying and understanding the psychological, physical, and social factors, including culturally related differences in behaviors that might have an influence on patient compliance and on the outcome of preventive measures implemented and advised.

3.4Evaluating the patient’s readiness to change and potential for compliance with the proposed preventive and nonsurgical plan.

3.5Identifying, understanding, and discussing patient expectations, desires, attitudes, needs, and preferences when considering preventive treatment planning.

3.6 Obtaining informed consent for delivery of all aspects of preventive care.

3.7Working with other members of the dental and/or medical team, and having a clear knowledge of their roles and responsibilities during preventive care and maintenance.

3.8Making appropriate, timely consultations and/or referrals by exchanging patient information with other dental specialists and/or health care professionals.

3.9 Behavioral factors that facilitate the delivery of preventive dental care.

3.10Patient-related factors influencing the outcome of preventive advice, e.g., expectations, compliance over time, and manual dexterity.

3.11Nonverbal communication skills, e.g., intonation, body language, sitting position, and eye contact.

3.12Behavioral interventions such as motivational inter- viewing and self-determination theory.

3.13 Enabling the patient to recognize the association between oral and systemic diseases.

3.14Educating patients concerning the etiology of dental hard tissue diseases, and encouraging them to assume responsibility for their oral health.

3.15Educating patients concerning dietary habits and other destructive habits relevant to oral health.

3.16Developing a treatment plan that encompasses the most appropriate evidence-based nonsurgical methods for the prevention and management of dental caries for an individual patient, and reassessing this plan over time.

3.17Administering and prescribing preventive chemotherapeutic agents (such as fluorides, antimicrobials, calcium- based strategies) based on risk and according to the best evidence available.

3.18 Teaching patients to perform appropriate oral hygiene techniques.3.19 Monitoring the effects of mechanical and chemical plaque control.3.20 Performing dental prophylaxis.

3.21 Applying sealants, and evaluating when they need to be reapplied or repaired.

Domain III. Preventive Therapy, Nonsurgical Therapy, and Clinical Decision Making: Objectives

3.22Critical appraisal of new developments and how to integrate them in his or her clinical activities.

3.23

Administrating and prescribing preventive and chemotherapeutic agents in a personalized manner tailored to the patient’s needs and limitations (e.g., for groups with special needs, such as aged or disabled persons or those with systemic or psychiatric diseases).

3.24Mechanisms of caries prevention agents (including emerging caries prevention agents) and their methods of application and administration.

3.25 Limitations and adverse effects of agents and products used in preventive care.

3.26 Destructive and protective role of diet in caries and dental erosion.

4.1Selecting the appropriate treatment option based on the best available evidence concerning the range of nonsurgical and surgical treatment options and the patient’s caries risk.

4.2Continual reevaluation and reflection on the decision making process and application of evidence-based principles regarding the outcomes of surgical intervention.

4.3Recognizing, understanding, and managing the con- sequences and outcomes of surgical intervention.

4.4The reactions of the dentin-pulp complex to the caries disease process and other dental hard tissue disorders with respect to surgical intervention and dental materials used during restorative procedures.

4.5 Success and failure rates of restorations.

4.6Emerging technologies and materials for surgical management of caries and other dental hard tissue disorders.

4.7

Using the best available evidence to provide tooth- preserving surgical treatment of caries lesions based on lesion stage and activity, and be competent at restoring the loss of dental hard tissue in form and function with consideration of the patient’s esthetic desires, while establishing and promoting oral health.

4.8Identifying which, if any, dental hard tissue needs to be replaced in order to extend the longevity of the tooth, again considering preservation of tooth structure and pulp vitality and the restorability of the tooth.

4.9

Performing and understanding the indications of different techniques of caries tooth structure removal (e.g., partial vs. complete, step-wise excavation, indirect and direct pulp capping) while preserving tooth structure and pulp vitality.

4.10

Selecting and handling appropriate restorative materials, considering physical and chemical properties, biocompatibility, longevity, and patient’s caries risk for developing secondary caries if risk factors are not con- trolled, as well as patient’s needs and desires.

4.11The impact of restorative procedures on mucosa, periodontal tissues, occlusion, and oral function.

4.12 Emerging methods for caries removal, restorative techniques, and materials.

4.13 Biomechanics of restorations.

Domain IV. Surgical Therapy and Clinical Decision Making: Objectives and Learning

5.1 Identifying uncertainty or gaps in understanding.

5.2Formulating a clinical question, and finding the evidence to answer the question, using appropriate resources.

5.3 Searching for and using the most appropriate clinical guidelines.5.4 Critical appraisal of evidence for diagnostic methods and therapies.

5.5Evaluating the evidence for new treatment strategies in order to decide on their implementation.

5.6 Recognizing the limitations of research methodology and guidelines.

5.7 The principles of EBD and the hierarchy of evidence.

5.8 The methods of communicating EBD to individuals, groups, and populations.

5.9 The advantages and disadvantages of guidelines.

5.10 Translating research findings into clinical and public health practice.

5.11The principles of research, including study design, sampling, bias, and biostatistics (related to Domain I).

5.12 Delivering oral disease prevention for groups.5.13 Assessing health-related behaviors and inducing changes.

5.14Managing issues related to individuals’ rights and interests, as well as to professionals’ rights, duties, and interests.

5.15Recording caries and other dental hard tissue disorders using appropriate indices at different disease levels in a public health setting.

5.16 The indices for various oral problems.5.17 The concept of oral health-related quality of life.

5.18The descriptive epidemiology of caries in relation to variables such as age, general health, and socioeconomic status.

5.19 The identification of caries risk for individuals and groups in populations.

5.20 The assessment of dental treatment needs from a public health perspective.

5.21Oral health advocacy, promotion, and prevention for populations as part of general health promotion.

5.22The organization interaction levels for prevention (individuals, groups, and populations).

5.23 The interactions between caries and other oral health problems.5.24 The organization of dental health care and public dental health care.

5.25The role of various health professionals and their interaction in public dental health.

5.26 The application of epidemiological methods in dental public health.5.27 Trends in dental health patterns and treatment needs.

5.28 Concepts of health policy and general public health approaches in populations.

5.29 International (global) approaches to dental health care systems.5.30 Health economic aspects of oral health programs.

Domain V. Evidence-Based Cariology in Clinical and Public Health Practice: Objectives

AMERICAN DENTAL EDUCATION ASSOCIATION


AMERICANDENTALEDUCATIONASSOCIATION

The Voice ofDental Education

March 2009

ADEA Statement on Professionalism in Dental Education

As Approved by the 2009 ADEA House of Delegates

2

ADEA Statement on Professionalism in Dental Education As Approved by the 2009 ADEA House of Delegates

The American Dental Education Association (ADEA) is committed to developing and sustaining institutional environments within the allied, predoctoral, and postdoctoral dental education community that foster academic integrity and professionalism.

The ADEA Task Force on Professionalism in Dental Education was charged by the ADEA Board of Directors with the development of an ADEA Statement on Professionalism in Dental Education for the dental education community. All seven ADEA Councils endorsed this effort and were represented on the Task Force. Through its work, the Task Force sought to identify and clarify those personal and institutional values and behaviors that support academic integrity and professionalism in dental education and that are aligned with the existing values and codes of the dental, allied dental, and higher education professions.

The Task Force acknowledges and respects that each academic dental education institution has its own unique culture, institutional values, principles and processes, and in some cases, codes of conduct for institutional members. The ADEA Statement on Professionalism in Dental Education is not intended to replace or supersede these codes.

The Task Force hopes that this ADEA Statement on Professionalism in Dental Education stimulates broad discussions about professional behavior in dental education, provides guidance for individual and institutional behavior within dental education, and in so doing supports professionalism across the continuum of dental education and practice.

VALUES DEFINING PROFESSIONALISM IN DENTAL EDUCATION

The Task Force identified and developed the following six values-based statements defining professionalism in dental education:

Competence Acquiring and maintaining the high level of special knowledge, technical ability, and professional behavior necessary for the provision of clinical care to patients and for effective functioning in the dental education environment.

Fairness Demonstrating consistency and even-handedness in dealings with others.

Integrity Being honest and demonstrating congruence between one’s values, words, and actions.

Responsibility Being accountable for one’s actions and recognizing and acting upon the special obligations to others that one assumes in joining a profession.

Respect Honoring the worth of others.

Service-mindedness Acting for the benefit of the patients and the public we serve, and approaching those served with compassion.

A discussion of each of these values follows and includes a more full definition of each value and a description of the behaviors that enactment of the value requires and to which all members of the dental education community can aspire.

In developing the ADEA Statement on Professionalism in Dental Education, the Task Force sought to align the Statement with existing codes of ethics and conduct within the allied, predoctoral, and postdoctoral dental communities. To illustrate the continuity of these values between the dental education community and the practicing community, the discussion of each value includes a reference to the ethical principles espoused by the American Dental Association (ADA Principles of Ethics and Code of Professional Conduct) and the American Student Dental Association (ASDA Student Code of Ethics), and the values expressed in the American Dental Hygienists’ Association’s Code of Ethics for Dental Hygienists.

Finally, examples of how the value applies to different constituencies within the dental education community are provided.

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DETAILED DEFINITIONS OF THE SIX VALUES

Competence: acquiring and maintaining the high level of special knowledge, technical ability, and professional behavior necessary for the provision of clinical care to patients and for effective functioning in the dental education environment.

Expanded Definition: Encompasses knowledge of oral health care (having acquired the unique knowledge, skills, and abilities required for effective provision of clinical care to patients); knowledge about how people learn and skills for effective pedagogy (including developing curriculum and assessments); knowledge of ethical principles and professional values1; lifelong commitment to maintain skills and knowledge; modeling appropriate values as both an educator and a dental professional; developing ability to communicate effectively with patients, peers, colleagues, and other professionals; recognizing the limits of one’s own knowledge and skills (knowing when to refer); and recognizing and acting upon the need for collaboration with peers, colleagues, allied professionals, and other health professionals. Includes recognizing the need for new knowledge (supporting biomedical, behavioral, clinical, and educational research) and engaging in evidence-based practice.

Alignment with: ADA Principles of Ethics: beneficence and nonmaleficence

ADHA Code for Dental Hygienists: beneficence and nonmaleficence

ASDA Student Code of Ethics: nonmaleficence and beneficence

Examples: 1. For students: Learning oral health care is a top priority. Develop the habits and practices of lifelong learning, including self-assessment skills. Accept and respond to fair negative feedback about your performance (recognize when you need to learn). Learn and practice effective communication skills. Know the limits of your knowledge and skills and practice within them; learn when and how to refer.

2. For faculty: Engage in lifelong learning and evaluate and enhance your abilities in this area; model continuous professional development in oral health care and pedagogy. Ensure curricular materials are current and relevant. Model effective interactions with patients, colleagues, and students; accept and respond to constructive criticism about your performance (recognize when you need to learn). Know the limits of your skills and practice within them; model how and when to refer; acknowledge and act on the need for collaboration.

3. For researchers: Generate new knowledge. Engage in lifelong learning and evaluate and enhance your abilities in this area; model continuous professional development. Model effective interactions with patients, colleagues, and students; accept and respond to fair negative feedback about your performance (recognize when you need to learn).

4. For administrators and institutions: Set high standards. Learn and practice effective self-assessment skills; accept and respond to fair negative feedback (recognize the need for institutional learning and address it); acknowledge and act on the need for collaboration. Support the learning needs of all members of the institution and encourage them to pursue lifelong learning.

Fairness: demonstrating consistency and even-handedness in dealings with others.

Expanded Definition: Encompasses consideration of how to best distribute benefits and burdens (to each an equal share, to each according to need, to each according to effort, to each according to contribution, to each according to merit2 are some of the possible considerations); encompasses evenhandedness and consistency; includes setting process standards, striving for just consideration for all parties, ensuring consistency in application of process (following the rules) while recognizing

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that different outcomes are possible, transparency of process, and calibration; consistent, reliable, and unbiased evaluation systems; commitment to work for access to oral health care services for underserved populations.

Alignment with: ADA Principles of Ethics: justice, beneficence, nonmaleficence

ADHA Code for Dental Hygienists: justice and fairness, beneficence, nonmaleficence

ASDA Student Code of Ethics: justice, nonmaleficence and beneficence

Examples: 1. For students: Follow institutional rules and regulations. Promote equal access to learning materials for all students and equal access to care for the public.

2. For faculty: Use appropriate assessment and evaluation methods for students; view situations from multiple perspectives, especially those that require evaluation; provide balanced feedback to students, colleagues, and the institution. Use evidence-based practices. Promote equal access to oral health care.

3. For researchers: Set high standards for the conduct of research and use unbiased processes to assess research outcomes. Generate data to support evidence-based practice and education.

4. For administrators and institutions: Set high standards and ensure fair, unbiased assessment and evaluation processes for all members of the institution, including applicants to educational programs. Ensure that institutional policies and procedures are unbiased and applied consistently; ensure transparency of process. Provide leadership in promoting equal access to care for the public.

Integrity: being honest and demonstrating congruence between one’s values, words, and actions.

Expanded definition: Encompasses concept of wholeness and unity3; congruence between word and deed; representing one’s knowledge, skills, abilities, and accomplishments honestly and truthfully; devotion to honesty and truthfulness, keeping one’s word, meeting commitments; dedication to finding truth, including honesty with oneself; willingness to lead an examined life; willingness to engage in self-assessment and self-reflection; willingness to acknowledge mistakes; commitment to developing moral insight3 and moral reasoning skills; recognizing when words, actions, or intentions are in conflict with one’s values and conscience4 and the willingness to take corrective action; dedication and commitment to excellence (requires more than just meeting minimum standards), making a continual conscientious effort to exceed ordinary expectations1; encompasses fortitude, the willingness to suffer personal discomfort, inconvenience, or harm for the sake of a moral good3.

Alignment with: ADA Principles of Ethics: beneficence, nonmaleficence, and veracity

ADHA Code for Dental Hygienists: beneficence, nonmaleficence, and veracity

ASDA Student Code of Ethics: nonmaleficence and beneficence, dental student conduct

Examples: 1. For students: Strive for personal and professional excellence. Take examinations honestly; make entries in patients’ records honestly.

2. For faculty: Strive for personal and professional excellence in teaching, practice, research, or all of these. Represent your knowledge honestly.

3. For researchers: Strive for personal and professional excellence. Report research outcomes honestly.

4. For administrators and institutions: Strive for personal, professional, and institutional excellence. Use appropriate outcomes measures and acknowledge openly when improvements need to be made. Ensure institutional systems and structures are honest, open, and respectful and do not create undue conflicts.

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Responsibility: being accountable for one’s actions and recognizing and acting upon the special obligations to others that one assumes in joining a profession.

Expanded Definition: Encompasses the concepts of obligation, duty, and accountability; requires an appreciation of the fiduciary relationship (a special relationship of trust) between oral health professionals and patients, and the profession and society. Accountability requires fulfilling the implied contract governing the patient-provider relationship as well as the profession’s relationship to society1; includes standard setting and management of conflicts of interest or commitment1 as well as meeting one’s commitments and being dependable. It requires striking a morally defensible balance between self-interest3 and the interest of those who place their trust in us, our patients and society; keeping one’s skills and knowledge current and a commitment to lifelong learning; and embracing and engaging in self-regulation of the profession, including peer review and protecting from harm those who place their trust in us.

Alignment with: ADA Principles of Ethics: beneficence and nonmaleficence

ADHA Code for Dental Hygienists: beneficence and nonmaleficence

ASDA Student Code of Ethics: nonmaleficence and beneficence

Examples: 1. For students: Meet commitments; complete assignments on time; make your learning a top priority. Acknowledge and correct errors; report misconduct and participate in peer review.

2. For faculty: Continuously improve as a teacher; stay current; set high standards. Respect time commitments to others; be available to students when assigned to teach; meet commitments. Acknowledge and correct errors; report and manage conflicts of interest or commitment. Ensure that all patient care provided is in the best interest of the patient; ensure that patient care provided is appropriate and complete; protect students, patients, and society from harm. Report misconduct and participate in peer review.

3. For researchers: Know and practice the rules and regulations for the responsible conduct of research; stay current. Meet commitments; report and manage conflicts of interest or commitment; report scientific misconduct and participate in peer review.

4. For administrators and institutions: Continuously improve as administrators. Use appropriate institutional outcomes assessments and continuously improve institutional systems and processes; acknowledge and correct errors. Report misconduct and support institutional peer review systems.

Respect: honoring the worth of others.Expanded Definition: Encompasses acknowledgment of the autonomy and worth of the individual human being and his/her belief and value system1; sensitivity and responsiveness to diversity in patients’ culture, age, gender, race, religion, disabilities, and sexual orientation5; personal commitment to honor the rights and choices of patients regarding themselves and their oral health care, including obtaining informed consent for care and maintaining patient confidentiality and privacy1 (derives from our fiduciary relationship with patients); and according the same to colleagues in oral health care and other health professions, students and other learners, institutions, systems, and processes1. Includes valuing the contributions of others, interprofessional respect (other health care providers), and intraprofessional respect (allied health care providers); acknowledging the different ways students learn and appreciating developmental levels and differences among learners; includes temperance (maintaining vigilance about protecting persons from inappropriate over- or undertreatment, abandonment, or both1) and tolerance.

Alignment with: ADA Principles of Ethics: autonomy, beneficence and nonmaleficence

ADHA Code for Dental Hygienists: individual autonomy and respect for human beings, beneficence and nonmaleficence

ASDA Student Code of Ethics: patient autonomy and nonmaleficence and beneficence

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Examples: 1. For students: Develop a nuanced understanding of the rights and values of patients; protect patients from harm; support patient autonomy; be mindful of patients’ time and ensure timeliness in the continuity of patient care. Keep confidences; accept and embrace cultural diversity; learn cross-cultural communication skills; accept and embrace differences. Acknowledge and support the contributions of peers and faculty.

2. For faculty: Model valuing others and their rights, particularly those of patients; protect patients from harm; support patient autonomy. Accept and embrace diversity and difference; model effective cross-cultural communication skills. Acknowledge and support the work and contribution of colleagues; accept, understand, and address the developmental needs of learners. Maintain confidentiality of student records; maintain confidentiality of feedback to students, especially in the presence of patients and peers.

3. For researchers: Protect human research subjects from harm; protect patient autonomy. Accept, understand, and address the developmental needs of learners. Acknowledge and support the work and contributions of colleagues.

4. For administrators and institutions: Recognize and support the rights and values of all members of the institution; acknowledge the value of all members of the institution; accept and embrace cultural diversity and individual difference; model effective cross-cultural communication skills. Support patient autonomy, protect patients from harm, and safeguard privacy; protect vulnerable populations. Create and sustain healthy learning environments; ensure fair institutional processes.

Service-mindedness: acting for the benefit of the patients and the public we serve, and approaching those served with compassion.

Expanded Definition: Encompasses beneficence (the obligation to benefit others or to seek their good4 as well as the primacy of the needs of the patient or the public, those who place their trust in us); the patient’s welfare, not self-interest, should guide the actions of oral health care providers. Also includes compassion and empathy; providing compassionate care requires a sincere concern for and interest in humanity and a strong desire to relieve the suffering of others3; empathic care requires the ability to understand and appreciate another person’s perspectives without losing sight of one’s professional role and responsibilities3; extends to one’s peers and co-workers. The expectation that oral health care providers serve patients and society is based on the autonomy granted to the profession by society. The orientation to service also extends to one’s peers and to the profession. Commitment of oral health care providers to serve the profession is required in order for the profession to maintain its autonomy. The orientation to service also extends to encouraging and helping others learn, including patients, peers, and students. Dental education institutions are also expected to serve the oral health needs of society not only by educating oral health care providers, but also by being collaborators in solutions to problems of access to care.

Alignment with:

ADA Principles of Ethics: beneficence and justice ADHA Code for Dental Hygienists: beneficence, justice and fairness ASDA Student Code of Ethics: nonmaleficence and beneficence and justice

Examples: 1. For students: Contribute to and support the learning needs of peers and the dental profession. Recognize and act on the primacy of the well-being and the oral health needs of patients and society in all actions; provide compassionate care; support the values of the profession. Volunteer to work for the benefit of patients, society, colleagues, and the profession to improve the oral health of the public.

2. For faculty: Model a sincere concern for students, patients, peers, and humanity in your interactions with all; volunteer to work for the benefit of patients, society, colleagues, and the profession to improve the oral health of the public. Model recognition of the primacy of the needs of the patients and society in the oral health care setting and, at the same time, support the learning needs of students. Contribute to and support the knowledge base of the profession to improve the oral health of the public.

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3. For researchers: Generate new knowledge to improve the oral health of the public; contribute to and support the learning needs of students, colleagues, and the dental profession. Model the values of and service to the dental profession and to relevant scientific and research associations; volunteer to serve the public and the profession; engage in peer review.

4. Administrators and institutions: Recognize and act on opportunities to provide oral health care for underserved populations. Encourage and support all members of the institution in their service activities; provide leadership in modeling service to the profession and the public.

APPENDIX ADEA CODE OF PROFESSIONALISM IN DENTAL EDUCATION TASK FORCE MEMBERSHIP

Task Force Chair Dr. Richard N. Buchanan, Dean, University of Buffalo School of Dental Medicine

Representing the Council of Allied Program Directors Dr. Susan I. Duley, Associate Professor of Dental Hygiene, Clayton State University

Representing the Corporate Council Mr. Daniel W. Perkins, President, AEGIS Communications

Representing the Council of Deans Dr. Cecile A. Feldman, Dean, University of Medicine and Dentistry of New Jersey

Representing the Council of Faculties Dr. Kenneth R. Etzel, Associate Dean, University of Pittsburgh School of Dental Medicine

Representing the Council of Hospitals and Advanced Education Programs Dr. Todd E. Thierer, University of Rochester Eastman, Department of Dentistry

Representing the Council of Sections Dr. Judy Skelton, Associate Professor, University of Kentucky, Division of Dental Public Health

Representing the Council of Students Mr. Matthew MacGinnis, dental student, University of Southern California

ADA’s Council on Dental Education and Licensure Dr. Frank A. Maggio, American Dental Association

Representing the ADA’s Council on Ethics, Bylaws and Judicial Affairs Dr. David Boden, American Dental Association

Representing the Commission on Dental Accreditation Dr. James R. Cole II

Representing the American Student Dental Association Mr. Michael C. Meru, dental student, University of Southern California

At-Large Representatives Dr. Marilyn Lantz, Associate Dean, University of Michigan School of Dentistry

Dr. Kathleen Roth, ADA Immediate Past President

References

1Stern DT. 2006. Measuring Medical Professionalism. Oxford University Press. New York, pp. 15 – 32.

2Beauchamp TL and Childress JF. 1989. Principles of Biomedical Ethics, 3rd Edition, Oxford University Press, New York.

3Rule JT and Bebeau MJ. 2005. Dentists Who Care: Inspiring Stories of Professional Commitment. Quintessence Publishing Co, Inc. Chicago, pp. 171-172.

4American College of Dentists. Ethics – Core Values & Aspirational Code of Ethics. At http://www.acd.org/acdethics1.htm.

5Accreditation Council for Graduate Medical Education. Common Program Requirements: General Competencies. At http://www.acgme.org/outcome/comp/GeneralCompetenciesStandards21307.pdf.



www.adea.org

1Based on ADEA Statement on Professionalism in Dental Education, ADEA Code of Professionalism in Dental Education Task Force, ADEA 2009.

PROFESSIONALISM IN UFCD DENTAL EDUCATION1 These values define Professionalism in dental education at the University of Florida College of Dentistry:

• Competence: Acquiring and maintaining the high level of special knowledge, technical ability, and professional behavior necessary for the provision of clinical care to patients and for effective functioning in the dental education environment.

• Integrity: Being honest and demonstrating congruence between one’s values, words, and actions.

• Responsibility: Being accountable for one’s actions and recognizing and acting upon the special obligations to others that one assumes in joining a profession

• Respect: Honoring the worth of others. Competence Acquiring and maintaining the high level of special knowledge, technical ability, and professional behavior necessary for the provision of clinical care to patients and for effective functioning in the dental education environment. Ethical Principles – nonmalficence and beneficence.

UFCD Competency 1 Develop the habits and practices of lifelong learning, including self-

assessment skills, and accept the high standards set by the profession and college

1 Engage in the acquisition of new evidence-based knowledge and demonstrate critical thinking and problem solving integrated into clinical practice

Accept and respond professionally to constructive feedback about your performance. Be open to instruction.

6 Know the limits of your knowledge and skills and practice within them to protect patients from harm

6 Know when and how to refer. 10 Recognize the need for collaboration with peers, colleagues, allied

professionals, and other health professionals 7 Use skilled and purposeful communication to ensure patient

understanding


Integrity Being honest and demonstrating congruence between one’s values, words, and actions. Demonstrating consistency and even-handedness in dealings with others. Ethical principles – justice, nonmaleficence, veracity

UFCD Competency 4 Strive for personal and professional excellence

4,5 Take examinations honestly; make entries in patients’ records honestly.

Acknowledge mistakes and take corrective action

Demonstrate congruence between instruction/knowledge and practice

4 Cultivate honesty and trust with patients, staff, faculty and peers

4,5 Protect the integrity of patients, faculty, staff and peers

5 Follow institutional rules and regulations and protect the confidence of private records following HIPPAA, FERPA, state and federal laws and regulations

Promote a supportive and collegial learning environment

4 Treat all individuals and groups in a fair and equitable manner


Responsibility Being accountable for one’s actions and recognizing and acting upon the special obligations to others that one assumes in joining a profession. Acting for the benefit of the patients and the public we serve, and approaching those served with compassion. Ethical Principles - beneficence and justice

UFCD Competency Make your learning a top priority Meet commitments; complete assignments &

patient care in a timely manner Ensure you are prepared for all patient care

encounters 4,5 Report misconduct and participate in peer review. 4 Manage the care of all patients in an ethical

manner Be professional in all communication including,

verbal, written, electronic, and social media Uphold the values of the profession Make the well-being and access of society to oral

health care a priority

Volunteer to improve oral health.


Respect Honoring the worth of others. Ethical principles: autonomy, beneficence and nonmaleficence

UFCD Competency

8 Honor differences, valuing each individual’s rights, beliefs and perspectives

4 Support patient autonomy

Be mindful of patients’ time and resources.

8 Foster a welcoming, respectful and healthy environment for all

7 Demonstrate the ability to manage conflict

7,10 Communicate and treat patients, staff, faculty, peers and other professionals with respect and compassion.

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UFCD Competency Professionalism Assessments

Domain I: Critical Thinking UFCD Competencies CODA Standards 1. Critical Thinking: Use critical thinking and problem-solving, including their use in the comprehensive care of patients, scientific inquiry and research methodology.

2-9 CODA: Use critical thinking and problem-solving, including their use in the comprehensive care of patients, scientific inquiry and research methodology

Domain II: Professionalism

UFCD Competencies CODA Standards 4: Ethical Standards: Apply principles of ethical decision making and professional responsibility

2-20 CODA: Apply principles of ethical decision making and professional responsibility

5: Legal Standards: Apply legal and regulatory concepts related to the provision and/or support of oral health care services.

2-17 CODA: Apply legal and regulatory concepts related to the provision and/or support of oral health care services.

6: Appropriate Referral Provide oral health care within the scope of general dentistry to include recognizing the complexity of patient treatment and identifying when referral is indicated.

2-23 c. CODA: Provide oral health care within the scope of general dentistry to include recognizing the complexity of patient treatment and identifying when referral is indicated.

Domain III: Communication and Interpersonal Skills

UFCD Competencies CODA Standards 7: Communication Skills: Apply the fundamental principles of behavioral sciences using patient-centered approaches for promoting, improving and maintaining oral health

2-15 CODA: Apply the fundamental principles of behavioral sciences as they pertain to patient-centered approaches for promoting, improving and maintaining oral health.

8: Diversity: Manage a diverse patient population and have the interpersonal and communication skills to function successfully in a multicultural work environment

2-16 CODA: Manage a diverse patient population and have the interpersonal and communication skills to function successfully in a multicultural work environment.

Domain IV: Health Promotion

UFCD Competencies CODA Standards 10: Interprofessional Experiences: Communicate and collaborate with other members of the health care team to facilitate the provision of health care.

2-19 CODA: Communicate and collaborate with other members of the health care team to facilitate the provision of health care.

Page | 2


By Course Number/Year

Summative Assessment (Certifying Competency) COMP Course # Course Name Year Type Evaluation Name

10 DEN5010 Interdisciplinary Service Learning I

1 Written (paper)

Written reflection paper

7, 8 DEN5221 Oral Health Management and Psychosocial Issues Over the Lifespan

1 Standardized

Patient

Standardized Patient Interview 3

1 DEN6001 Introduction to Evidence-based Dental Practice

2 Written Written Examination

4, 5,6 DEN7452C

Fundamentals of Pediatric Dentistry

3 Written Written examination

6 DEN7761L Oral Diagnosis/Med, Tx Plan 1

3 Clinical Treatment Planning 1(TP1) competency

4, 6 DEN7766L Oral Diagnosis/Med, Tx Plan 2


4 DEN8018 Professionalism In Patient Care and Practice Management IV

4 Written (paper)

American College of Dentists Ethical Dilemma paper

7,8,10 DEN8019 Interdisciplinary Service Learning IV

4 Written (paper)

Written reflection

10 DEN8710L Community Dentistry III 4 Written (paper)


7 DEN8749L Clinical Operative Dentistry 6

4 Clinical Caries Management Level 2 skills assessment for competency.


4 Clinical 6 Level 2 skills assessments for competency competed in this course. are: 1) Class II composite or amalgam, 2) complex Class II composite or amalgam, 3) Class III composite, 4) Class IV composite, 5) Class V composite, 6) Caries Management

1,6 DEN8768L Oral Diagnosis/Medicine & Treatment Planning 3

4 Case Presentat

ion

Case Completion Presentation Board Competency Assessment

1 DEN8828L Clinical Pediatric Dentistry 4

4 Written Case-based Seminar

Page | 3


4 Clinical Patient Competency 1(New Patient/Recall)

7, 8 DEN8828L Clinical Pediatric Dentistry 4

4 Clinical Patient Competencies 1 (New Patient/Recall), 2 (Local Anesthesia), 3 (Class I or Class II restoration, anterior composite, pulp therapy, stainless steel crown or extraction) and case-based seminar.


4 Clinical Patient Competencies 1 (New Patient/recall),2, (Local Anesthesia), 3 (Class I or II restoration, anterior composite, pulp therapy, stainless steel crown or extraction).

1 DEN8837L Comprehensive Periodontal Treatment 4

4 Clinical Independent Skills-Based Assessment of Clinical Competency in Phase I Evaluation.

1, 7, 8 DEN8838L Comprehensive Periodontal Treatment 5

4 Clinical Independent Skills-Based Assessment of Clinical Competency in Supportive Periodontal Therapy.

1 DEN8859L Clinical Prosthodontics 5 4 Case Presentat

ion

Case Presentation Competency Overall Prosthodontics Competency Examination

5 DEN8960L Clinical Examination 2 4 Written Written Examination: Laws and Rules

Page | 4


By Competency

Summative Assessment (Certifying Competency) COMP Course # Course Name Year Type Evaluation Name

Competency 1 1 DEN6001 Introduction to Evidence-

based Dental Practice 2 Written Written Examination


4 Case Presentat

ion


1, DEN8837L Comprehensive Periodontal Treatment 4

4 Clinical Independent Skills-Based Assessment of Clinical Competency in Phase I Evaluation.


4 Written Case-based Seminar



1 DEN8859L Clinical Prosthodontics 5 4 Case Presentat

ion

Case Presentation Competency Overall Prosthodontics Competency Examination

Competency 4 4, 5,6 DEN7452

C Fundamentals of Pediatric Dentistry




4 DEN8018 Professionalism In Patient Care and Practice Management IV

4 Written (paper)

American College of Dentists Ethical Dilemma paper


4 Clinical 6 Level 2 skills assessments for competency competed in this course. are: 1) Class II composite or amalgam, 2) complex Class II composite or amalgam, 3) Class III composite, 4) Class IV composite, 5) Class V composite, 6) Caries Management


4 Clinical Patient Competencies 1 (New Patient/recall),2, (Local Anesthesia), 3 (Class I or II

Page | 5

restoration, anterior composite, pulp therapy, stainless steel crown or extraction).




5 DEN8960L Clinical Examination 2 4 Written Written Examination: Laws and Rules




6 DEN7761L Oral Diagnosis/Med, Tx Plan 1





4 Clinical Patient Competency 1(New Patient/Recall)


4 Case Presentat

ion


Competency 7 7, 8 DEN5221 Oral Health Management

and Psychosocial Issues Over the Lifespan

1 Standardized

Patient



4 Clinical Caries Management Level 2 skills assessment for competency.




4 Written (paper)

Written reflection



Competency 8 7, 8 DEN5221 Oral Health Management

and Psychosocial Issues Over the Lifespan

1 Standardized

Patient




Page | 6




4 Written (paper)

Written reflection

Competency 10 10 DEN5010 Interdisciplinary Service

Learning I 1 Written

(paper) Written reflection paper


4 Written (paper)

Written reflection

10 DEN8710L Community Dentistry III 4 Written (paper)


INBDE Implementation Plan

Years 2023

Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring1 2 3 4 5 6 7 8 9 10 11

* NBDE I pt 1 retake pt 1 retake NBDE II pt2 retake pt2 retake**

Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring1 2 3 4 5 6 7 8 9 10 11

NBDE I pt 1 retake pt 1 retake NBDE II pt2 retake pt2 retake


NBDE I pt 1 retake pt 1 retake NBDE II pt2 retake pt2 retake*$


INBDEINBDE retake

INBDE retake

*

* ** * *

$First Official INBDE Administration -August 1, 2020

NBDE pt. 2 Discontinued -July 31, 2022

*Notice of Implementation -and-*National Board Dental Examination (NBDE) Discontinuation - August 1 , 2018

INBDE Implementation Plan Announcment -March 13, 2016

20222016

NBDE pt. 1 Discontinued -July 31, 2020

2017 2018 2019 2020 2021Class of 2020

Class of 2021

Class of 2022

Class of 2023

dmd curriculum committee course change proposaldmd curriculum committee course change proposal...

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