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University of Hawai‘i Maui College

DENTAL ASSISTING PROGRAM REVIEW

October 21, 2013

Dental Assisting Program Mission 3Introduction 3Quantitative Indicators 4Quantitative Indicators Description 6Perkins IV Core Indicators Analysis 7Program Learning Outcomes 8Program Map: Student Learning Outcomes Grid 9Assessment Plan 10PLO Assessment Timetable 10Analysis of Student Outcome and Goal Achievement 10Program Assessment 10Evidence of Student Learning 10DENT 164 – PLO 2 (fall 2012) 10DENT 152 – PLO 1 (spring 2013) 12CASLO Analysis – Written Communication 13Expected Level of Achievement 15Industry Validation 16Program Plans and Goals 17Planning and Policy Considerations 18Budgetary Considerations 18

Engaged Community 19Recognize and Support Best Practices 20Appendix 21 2012-2013 Community Experts who Share Their Expertise 21 Student Survey of iPad/ Livetext Initiative (spring 2013) 23

2012-2013 Employer Survey 282012-2013 Student Exit Survey 292012-2013 Community Service Events 32Carl D. Perkins Industry Validation Advisory Committee Approval by UHMC Dental Advisory Board members 35Rubric for Evaluating Outcome and Goal Achievement Degree Program Review Assessment RubricDegree Program Review Examples of Evidence

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TABLE OF CONTENTS

DENTAL ASSISTING PROGRAM REVIEW2012-2013

Program Mission Statement

The University of Hawai‘i Maui College Dental Assisting Program is dedicated to educating and preparing dental assisting leaders for careers in a diverse and changing health care environment and providing a liberal education as well as outstanding clinical experiences.

The curriculum reflects the core values of the dental profession in private and public health settings. The program is committed to creating a humanistic, educational environment that will facilitate the development of responsible, ethical, oral health professionals who are sensitive to patient needs and competent in all areas of dental assisting. The program strives to produce graduates who are confident and compassionate in their profession and competent in self-assessment in preparation for lifelong learning.

Educational and clinical services provided by dental assisting students include dental health education, disease prevention, and promoting the highest standards of oral health care for a diverse population of patients.

Introduction

The University of Hawai‘i Maui College Dental Assisting Program began in fall 2002 in response to community need for dental auxiliaries (dental assistants and dental hygienists) and an urgent need to increase the number of oral health providers in Maui County. Dental care and oral health are priorities of the Surgeon General and the Hawai‘i Health Department. Hawai‘i is below the national average for access to oral health care. Lorrin Pang, M.D., Maui County Health Officer estimates 33 percent of Maui County residents do not have adequate access to dental health care. The issues are complex and include lack of public water fluoridation, inadequate reimbursement for dental care, and shortage of dental auxiliaries. Generally, the neighbor islands, where the rates of poverty, lack of insurance, and Medicaid coverage are highest, have greater needs and fewer available dentists than O’ahu. The entire island of Maui is recognized by the federal government as a Dental Health Professional Shortage Areas and continues to need qualified dental assisting professionals.

The UH Maui College’s Dental Assisting Program is a two-semester program that provides students with the skills needed to succeed in the dental profession. Accredited by the American Dental Association Commission on Dental Accreditation (ADACODA), the Dental Assisting Program offers classroom instruction and hands-on clinical training at the Maui Oral Health Center and private dental offices on Maui.

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I. Quantitative IndicatorsOverall Program Health: Healthy

Majors Included: DENT     Program CIP: 51.0601

Demand IndicatorsProgram Year

Demand Health Call10-11 11-1212-13

1 New & Replacement Positions (State) 73 69 64

Healthy

2 *New & Replacement Positions (County Prorated)9 10 93 *Number of Majors 10.5 17 183a    Number of Majors Native Hawaiian 3 7 53b    Fall Full-Time 15% 100%100%3c    Fall Part-Time 85% 0% 0%3d    Fall Part-Time who are Full-Time in System 15% 0% 0%3e    Spring Full-Time 13% 6% 50%3f    Spring Part-Time 88% 94% 50%3g    Spring Part-Time who are Full-Time in System 0% 29% 11%4 SSH Program Majors in Program Classes 46 388 4145 SSH Non-Majors in Program Classes 385 220 66 SSH in All Program Classes 431 608 4207 FTE Enrollment in Program Classes 14 20 148 Total Number of Classes Taught 9 20 9

Efficiency IndicatorsProgram Year Efficiency Health

Call10-11 11-12 12-139 Average Class Size 18.7 13 18.2 Healthy10 *Fill Rate 93.3% 93.5% 98.7%11 FTE BOR Appointed Faculty 2 2 112 *Majors to FTE BOR Appointed

Faculty 5.2 8.5 18

13 Majors to Analytic FTE Faculty 12.3 10.2 21.113a Analytic FTE Faculty0.9 1.7 0.914 Overall Program Budget Allocation $85,05

5 $773,071Not Yet Reported

14a General Funded Budget Allocation$67,055 $107,992Not Yet

Reported14b Special/Federal Budget Allocation$0 $0 Not Yet

Reported14c Tuition and Fees$0 $16,144 Not Yet

Reported15 Cost per SSH $197 $1,271 Not Yet

Reported16 Number of Low-Enrolled (<10) 0 2 0

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Classes*Data element used in health call calculation Last Updated: October 3, 2013

Effectiveness IndicatorsProgram Year

Effectiveness Health Call10-11 11-1212-13

17 Successful Completion (Equivalent C or Higher)99% 100%100%

Healthy

18 Withdrawals (Grade = W) 0 0 019 *Persistence Fall to Spring 61.5

% 100%100%

19aPersistence Fall to Fall 0%20 *Unduplicated Degrees/Certificates Awarded 17 14 1820a Degrees Awarded0 0 020b Certificates of Achievement Awarded0 0 020c Advanced Professional Certificates Awarded0 0 020d Other Certificates Awarded17 14 1821 External Licensing Exams Passed 100%N/A22 Transfers to UH 4-yr 2 0 022a Transfers with credential from program0 0 022b Transfers without credential from program2 0 0

Distance Education: Completely On-line Classes

Program Year

10-1111-12 12-13

23 Number of Distance Education Classes Taught 0 0 0

24 Enrollments Distance Education Classes N/A N/A N/A

25 Fill Rate N/A N/A N/A

26 Successful Completion (Equivalent C or Higher) N/A N/A N/A

27 Withdrawals (Grade = W) N/A N/A N/A

28 Persistence (Fall to Spring Not Limited to Distance Education)N/A N/A N/A

Perkins IV Core Indicators2011-2012 GoalActual Met

291P1 Technical Skills Attainment 90.00100.00 Met302P1 Completion 50.00 77.78 Met313P1 Student Retention or Transfer74.25 90.00 Met324P1 Student Placement 60.00 66.67 Met335P1 Nontraditional Participation 17.00 0.00 Not Met345P2 Nontraditional Completion 15.25 0.00 Not Met

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Performance FundingProgram Year

10-1111-1212-1335Number of Degrees and Certificates 036Number of Degrees and Certificates Native Hawaiian 037Number of Degrees and Certificates STEM 038Number of Pell Recipients 939Number of Transfers to UH 4-yr 0*Data element used in health call calculation Last Updated: October 3, 2013

A. Demand IndicatorsDemand health call for the UH Maui College Dental Assisting Program is Healthy. 100% of the 18 2013 Dental Assisting graduates are working in dental offices and/or attending or pursuing admittance to the UHMC Dental Hygiene Program. 14 of the18 total students are employed in a dental office, working as a dental assistant. Two students are enrolled in the UH Maui College Dental Hygiene Program and two students are pursuing admittance in the UH Maui College Dental Hygiene Program, taking pre-requisite courses in preparation to apply. Student employment placement and demand has remained steady and all UH Maui College Dental Assisting Program graduates were able to secure dental jobs.

B. Efficacy IndicatorsEfficacy health call for the UH Maui College Dental Assisting Program is Healthy. The Dental Assisting Program has maintained a high number of qualified applicants due to determined promotion at monthly general orientation meetings advertised in the local newspaper, a high school career-shadowing program, high school career fairs, and dental program orientations at local high schools and at UH Maui College.

Due to American Dental Association Commission on Dental Accreditation (ADACODA) accreditation requirements, the maximum class size is 18 students. There is only one full-time faculty member.

F12 F13

Number of qualified applicants 42 38

Number of students starting fall semester in DA program(Maximum capacity is 18 students)

18 18

Budget constraints and lack of clinical space has been a weakness for the Dental Assisting Program. The program completes pre-clinical and clinical requirements at the Maui Oral Health Center. The UH Maui College Dental Assisting and Dental Hygiene Programs, Lutheran Medical Residency Program, and the Maui Oral Health Center share 7 operatories at an off-

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campus site. Clinical courses have been arranged to accommodate the 18 students in the 4 operatories allotted to us by dividing the class into 2 groups. The American Dental Association Commission on Dental Accreditation (ADACODA) requires a 1:6 instructor to student ratio in all pre-clinical and clinical sections. These requirements lead to high lecturer costs. The program is working on acquiring another faculty member and a larger clinical facility.

The UH Maui College Dental Advisory Committee and industry employers require dental assistants to be trained in the most current technology and equipment. Local dentists and dental supply companies have donated needed equipment and materials, grants have been secured, and students are assessed a supply fee. Despite these efforts, there remains major equipment and supply costs. Dental materials are costly and perishable.

The UH Maui College Dental Assisting program looks forward to the remodel of the existing Noi‘i building, with an estimated move in date of spring 2015. This facility will allow the UH Maui College Dental Assisting and Hygiene Programs to share 10 operatories, allowing increased space and time in the clinical area and efficiency in utilizing our lecturers.

C. Effectiveness IndicatorsEffectiveness health call for the UH Maui College Dental Assisting Program is Healthy. In spring 2013, the University of Hawai‘i Maui College granted 18 DENT major students the Certificate of Completion certificate. 100% of the dental assisting graduates are working in the dental office, attending UH Maui College Dental Hygiene Program or completing courses in the pursuit to be accepted in the UH Maui College Dental Hygiene Program.

In working with UH Maui College and the Dental Assisting National Board, Dental Assisting students have access to computer testing of the Dental Assisting National Board Exam at UH Maui College, resulting in convenience in the testing process and increased student success. In spring 2012, the DANB board announced a change to their testing policy where assess to testing on Maui would not be allowed beginning January 2013. I requested an exception to this new policy due to financial hardship and strain in having to travel to the closest Pearson Professional Testing Center on Oahu. It was a pleasure to receive an exception to the DANB policy, where students will be allowed to test at the Kahului site.

Due to our historically high DANB passing rate and scores, in spring of 2013, Dental Assisting textbook publisher Elsevier offered our students complimentary pilot review exams for preparation for the DANB exam. UH Maui College Dental Assisting students participated in this pilot program and received valuable test-taking experience and remediation services which contributed to the 100% DANB passing rate.

In academic year 2012-2013, 18 of 18 (100%) students received national DANB certified dental assistant certification.

Dental Assisting National Board Exam, 1/1/2012-6/30/2013UH Maui College Average Performance

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average performance of other candidatesGeneral Chairside Assisting (GC)

485 458

Infection Control (ICE) 483 449Radiation Health and Safety (RHS)

490 438

Perkins IV Core Indicators 2012-2013 Analysis 2P1 Completion - 18 of 18 students graduated in spring 2013, receiving a

Certificate of Completion for 100% (77.78 reported.) 3P1 Student Retention or Transfer 100% of full-time students completed the fall

and spring sessions (90 reported.) DENT 120 Dental Office Management allows non-program students to enroll. Because they are not program students, these students can only enroll in this class and cannot enroll in any spring DENT courses. This leads to a lower that actual retention rate reported.

5P1 Non-trad Participation and 5P2 Non-trad Completion – 4 men applied for the fall 2012 cohort, but none were accepted due to non-competitive selection criteria scores. In fall 2013, 6 men applied and 2 were accepted in the Dental Assisting Program (11%). The Dental Assisting Program is working with non-trad facilitator Miles Woronovich in promoting the Dental Assisting program to men by featuring a male student on our new program rack card. The program continues to make a concerted effort to recruit men to the Dental Assisting Program.

Dental Assisting National Board (DANB) Performance Report

Total # Students Taking DANB Exam

# Students Passed Overall (all 3 parts)

Certified Dental Assistant Certification (CDA)

2012-2013 18 18

II. Outcome and Goal AchievementA. Program Learning Outcomes

The goals/student learning outcomes of the UH Maui College Dental Assisting Program are to facilitate the development of entry level care providers who:

PLO 1 - Demonstrate an understanding of dental assistant roles including the legal, professional, and ethical responsibilities within the community.

PLO 2 - Demonstrate basic theoretical knowledge and skills in biological science, dental radiology, chairside dental assisting, and business office procedures to support dental assisting practice and build the foundation for an associate degree dental hygiene program.

PLO 3 - Demonstrate a commitment to life-long learning and advancing competency over a lifetime of clinical practice.

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Program Map: UHMC Dental Assisting Student Learning Outcomes Grid

Grid of Maui Community College Student Learning Outcomes- Dental AssistingKEY: 3 Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning outcomes. The learner outcome is the focus of the class 2 Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not the focus of the class. 1 Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome but does not get evaluated on this learner outcome.

0 No Emphasis: The student does not address this learner outcome.

Dental Assisting Educational Standards DENT 120 DENT 150 DENT 151 DENT 152DENT 154 DENT 164 DENT 165 DENT 176 DENT 177

I Demonstrate an understanding of dental assistant roles including the legal, professional, and ethical responsibilities within the community. 2 3 3 3 1 1 1 1 1II Demonstrate basic theoretical knowledge and skills in biological science, dental radiology, chairside dental assisting, and business office procedures 3 3 3 3 3 3 3 3 3

to support dental assisting practice and build the foundation for an associate degree dental hygiene program

III Demonstrate a commitment to lifelong learning and advancing competency over a lifetime of clinical practice. 1 2 1 3 1 1 1 1 1

General Education Standards

Standard 1 - Written Communication

DENT 120 DENT 150 DENT 151 DENT 152DENT154 DENT 164 DENT 165 DENT 176 DENT 177

Outcome 1.1 Use writing to discover and articulate ideas 3 3 2 3 0 0 0 1 1

Outcome 1.2 Identify and analyze the audience and purpose for any intended communication 3 3 2 3 0 0 0 1 1

Outcome 1.3 Choose language, style, and organization appropriate to particular purposes and audiences. 3 3 3 3 0 0 0 1 1

Outcome 1.4 Gather information and document sources appropriately. 3 3 3 0 0 0 0 1 2

Outcome 1.5 Express a main idea as a thesis, hypothesis, or other appropriate statement 1 3 0 0 0 0 0 1 1

Outcome 1.6 Develop a main idea clearly and concisely with appropriate content 1 3 0 0 0 0 0 1 1

Outcome 1.7 Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics 3 3 0 0 0 0 0 1 1

Outcome 1.8 Demonstrate proficiency in revision and editing 3 3 0 1 0 0 0 1 1

Outcome 1.9 Develop a personal voice in written communication 3 3 0 3 0 0 0 1 0

Standard 2 Quantitative ReasoningOutcome 2.1 Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and appropriately 3 1 3 3 3 0 0 3 3

Outcome 2.2 Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate 3 0 3 3 2 0 0 3 3

Outcome 2.3 Communicate clearly and concisely the methods and results of quantitative problem solving 3 2 3 3 2 0 0 3 3

Outcome 2.4 Formulate and test hypotheses using numerical experimentation 0 2 0 0 2 0 0 3 3Outcome 2.5 Define quantitative issues and problems, gather relevant information, analyze that information, and present results 2 3 0 0 2 0 0 3 3

Outcome 2.6 Assess the validity of statistical conclusions 0 1 0 0 0 0 0 3 0

Standard 3 Information Retrieval and TechnologyOutcome 3.1 Use print and electronic information technology ethically and responsibly 3 3 3 3 1 0 0 1 2

Outcome 3.2 Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology 3 3 0 2 1 0 0 1 2

Outcome 3.3 Recognize, identify, and define an information need 3 3 0 3 1 0 0 1 2Outcome 3.4 Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information 3 3 0 1 1 0 0 1 2

Outcome 3.5 Create, manage, organize and communicate information through electronic media 3 3 0 0 1 0 0 1 2

Outcome 3.6 Recognize changing technologies and make informed choices about their appropriateness and use 2 3 2 2 1 0 0 1 2

Standard 4 Oral CommunicationOutcome 4.l Identify and analyze the audience and purpose of any intended communication 3 3 3 3 1 2 2 3 3

Outcome 4.2 Gather, evaluate, select, and organize information for the communication 3 3 3 3 1 2 2 3 3

Outcome 4.3 Use language techniques, and strategies appropriate to the audience and occasion 3 3 3 3 1 2 2 3 3Outcome 4.4 Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion 3 3 3 3 1 2 2 3 3

Outcome 4.5 Summarize, analyze, and evaluate oral communications and ask coherent questions as needed 3 3 3 3 1 2 2 3 3

Outcome 4.6 Use competent oral expression to initiate and sustain discussions 3 3 3 3 1 2 2 3 3

Standard 5 Critical ThinkingOutcome 5.1 Identify and state problems, issues, arguments, and questions containing in a body of information 3 3 3 3 2 2 2 3 3

Outcome 5.2 Identify and analyze assumptions and underlying points of view relating to an issue or problem 3 3 3 3 2 0 0 3 3

Outcome 5.3 Formulate research questions that require descriptive and explanatory analyses 0 2 0 0 2 0 0 0 0Outcome 5.4 Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis 1 3 3 3 2 0 0 3 1Outcome 5.5 Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence 0 3 3 3 0 2 2 1 1

Outcome 5.6 Apply problem-solving techniques and skills, including the rules of logic and logical sequence 3 3 3 3 2 2 2 3 3

Outcome 5.7 Synthesize information from various sources, drawing appropriate conclusions 3 3 3 3 2 2 2 3 3

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Outcome 5.8 Communicate clearly and concisely the methods and results of logical reasoning 3 3 3 3 2 2 2 3 3Outcome 5.9 Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of theirs 3 3 3 3 2 2 2 3 3

Standard 6 Creativity

Outcome 6.1: Generate responses to problems and challenges through intuition and non-linear thinking. 2 2 1 1 1 1 1 1 1

Outcome 6.2: Explore diverse approaches to solving a problem or addressing a challenge. 3 3 3 2 1 1 1 2 2

Outcome 6.3: Engage in activities without a preconceived purpose. 0 0 0 0 0 0 0 0 0

Outcome 6.4: Apply creative principles to apply and express new ideas. 2 0 0 0 0 2 2 3 3

Outcome 6.5: Demonstrate the ability to trust and follow one’s instincts in the absence of external direction. 2 0 0 0 1 0 0 1 1

Outcome 6.6: Build upon or adapt the ideas of others to create unique expressions or solutions. 2 1 0 2 0 0 0 2 2

100% of UHMC Dental Assisting Program courses have student learning outcomes that are aligned with the Program Learning outcomes.

Assessment Plan

Map of Program Learning Outcomes by Course

DENT DENT DENT DENT DENT DENT DENT DENT DENT DENT120 150 151 152 154 164 165 176 177 99v

PLO 1

2 3 3 3 1 1 1 1 1 3

PLO 2

3 3 3 3 3 3 3 3 3 3

PLO 3

1 2 1 3 1 1 1 1 1 2

3 Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning outcomes. The learner outcome is the focus of the class.

2 Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not the focus of the class.

1 Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome but does not get evaluated on this learner outcome.

0 No Emphasis: The student does not address this learner outcome.

Plan for Assessment Timetable

PLO FL

2009

SP

2010

FL

2010

SP

2011

FL

2011

SP

2012

FL

2012

SP

2013

FL

2013

SP

2014

1 DENT

150

DENT

151

DENT

152

2 DENT

152

DENT

176

DENT

164

DENT

154

3 DENT

152

DENT

150

DENT

152

B. Analysis of Student Outcome and Goal Achievement In fall 2012, PLO 2 was assessed in DENT 164. In spring 2013, PLO 1 was assessed in DENT 152.

Evidence and Results of Student Learning

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DENT 164 Oral Biology I – PLO 2The student learning outcomes for DENT 164 include understanding the general anatomy of the head and neck including the bones of the skull; musculature; arteries, veins, lymphatics and the nervous structures. In addition, the student learning outcome include understanding the oral cavity, teeth, normal periodontal tissues, oral mucous membranes, salivary glands, anatomy and identification of teeth, the eruption sequence of teeth, classifications of occlusion, oral microbiology and oral pathology.

Program Learning Outcome 2 of dental assisting learning outcomes was assessed by evaluating various skill competencies, exams, and learning skills lab exercises and projects.  In addition to the dental assisting program outcomes, the student was assessed on the following general education standards: critical thinking oral communication, written communication, information retrieval and creativity.

In DENT 164, five exams, one final exam, one power point presentation, two learning skills lab exercise, class attendance and class participation were used to assess PLO 2 (Demonstrate basic theoretical knowledge and skills in biological science, dental radiology, chairside dental assisting, and business office procedures to support dental assisting practice and build the foundation for an associate degree dental hygiene program).  Students were assessed on competency skills, including dental photography and placement of orthodontic brackets and bands on the typodont teeth.  Students are assessed by an instructor, a peer, and themselves. Proficiency in general learning outcomes: oral communication, written communication and creativity were assessed in the skills competencies and the power point presentation for oral pathology. Proficiency in information retrieval and critical thinking were assessed in the examinations. The students performed well in all aspects (100% exceeded or met expectation).  All of the students were proficient in these general education standards at a level necessary for their intended role as dental assistants.

Summative Evidence 

Program Assessment Rubric

Exceeds Meets Needs Improvement

Insufficient Progress

N/A

DENT 164 Oral Biology IPLO 2 - Demonstrate basic theoretical knowledge and skills in biological science, dental radiology, chairside dental assisting, and business office procedures to support dental assisting practice and build the foundation for an associate degree dental hygiene program.

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Average PLO Score for the course 18 0 0 0 0General Education StandardsCritical Thinking 100%Oral Communication 100%Written Communication 100 %Information Retrieval 100%

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Quantitative Reasoning

Creativity 100%

 a. Explanation of Assessment Evidence100% of the Dental Assisting students have met or exceeded expectations in Dental

Assisting Program Learning Outcomes 2.  100% of dental assisting students met or

exceeded in expectations in General Education Standards, written and oral

communication, quantitative reasoning, and critical thinking.

b. Student Learning DiscoveryEffective student learning can be achieved by using a variety of learning strategies that

speak to our students who are diverse in their cultural backgrounds, experience,

learning styles, and challenges.  The use of various learning strategies enables

students to develop the knowledge and skills they will need to provide culturally

competent health care to a diverse population.

DENT 152 Chairside Dental Assisting – PLO 1

The student learning outcomes for DENT 152 include perform all dental assisting functions as defined in the Dental Practice Act, with no soft or hard tissue trauma and present information accumulated during a dental examination in verbal or written form, documenting information in a clear, accurate, and appropriate manner. Program Learning Outcome 1 of Dental Assisting Program Learning Outcomes was assessed in this course by evaluating students’ performance in externship practicum. In addition to the dental assisting program outcomes, the student was assessed on the following general education standards: written communication, information retrieval and technology, oral communication, and critical thinking.

Only dental assisting majors were enrolled in this course; therefore the summative results reflect the spring 2013 dental assisting graduates’ achievement of the program learning outcomes. Evidence was reported on the eighteen students who completed the course. For PLO 1, 88.88% (16 of the 18 students) showed exemplary understanding of the legal, professional, and ethical role of the dental assistant and 11.11% (2 of the 18 students) met expectations.

Professional behavior evaluations during externship practicum were used to assess PLO 1 (Demonstrate an understanding of dental assistant roles including the legal, professional, and ethical responsibilities within the community). Students practice clinical dental assisting at 4 different dental sites for 3 week intervals. Students are assessed for professionalism and ethical practice by their supervising dentist.

Proficiency in written communication was assessed utilizing a written communication rubric for patient procedure notes. The students performed well in all aspects (88.88% exceeded expectation and 11.11% met expectation). Oral communication was assessed utilizing a rubric for a dental education project, with 100% of students exceeding expectation. Critical thinking was assessed in case study evaluations with 83% exceeding expectation and 16% meeting expectation. Information retrieval was assessed by dental product review and assessment rubric, with 100% exceeding

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expectation. All of the students were proficient in these general education standards at a level necessary for their intended role as dental assistants.

Summative Evidence

Program Assessment RubricExceeds Meets Needs

ImprovementInsufficient Progress

N/A

DENT 152 Chairside Dental Assisting

PLO 1 - Demonstrate an understanding of dental assistant roles including the legal, professional, and ethical responsibilities within the community.

16 2

Average PLO Score for the course 16 2 0 0 0

General Education Standards

Critical Thinking 83% 16%

Oral Communication 100%

Written Communication 88% 11%

Information Retrieval 100%

Quantitative Reasoning

Creativity

Results of Student Learning

a. Explanation of assessment evidence100% of the Dental Assisting students have met or exceeded expectations in Dental Assisting Program Learning Outcome 1. 100% of dental assisting students met or exceeded in expectations in General Education Standards, written and oral communication, critical thinking, and information retrieval.

b. Student learning discoveryEffective student learning can be achieved by using a variety of learning strategies that speak to our students who are diverse in their cultural backgrounds, experience, learning styles, and challenges. The use of various learning strategies enables students to develop the knowledge and skills they will need to provide culturally competent health care to a diverse population.

CASLO Analysis

Seven members of the UH Maui College Dental Advisory Committee (5 were dentists)

reviewed and discussed the Faculty Report on CASLO Evidence, the correlating course

outline, and the Written Communication rubric. Seven of the 7 (100%) members agreed

that the "minimally passing" evidence demonstrated student achievement of the Written

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Communications CASLO is at a level of skill appropriate for the certificate and dental

assistant position in industry.

After reviewing the Faculty Report on CASLO Evidence, the correlating course outline,

and the Written Communication rubric, 100% of the members agreed that the evidence

presented in this assessment activity shows that students develop and demonstrate

relevant writing skills that they will need as graduates of the program.

A variety of suggestions were discussed to improve this CASLO assessment method so

that students are prompted to demonstrate exit-level skills that are relevant to the needs

of graduates of the program. These included 1- to initiate S.O.A.P. assignments, or

projects to improve students professional writing skills; 2- provide written examples of

above the just passing guideline for the students to see; 3- use videos or present a

demonstration and have them record it; 4- Create scenarios that replicate "real world",

on the job scenarios; 5- Create templates of notes to shows record the treatment; 6-

Video patient's visit described by student and evaluated for comprehension of the

patient's chief complaint, grammar, spelling and legal relevancy; 7- Dictation

The suggestions for improving curriculum, instruction, or student services to better

develop the writing skills needed of graduates from the program were 1- Organize

writing workshops; 2- Spelling and grammar and attention to detail are important; 3-

Student Services could offer a service to students that has a primary focus on the

mechanics in writing assignment or offer an English class that works in conjunction with

and in support of the Dental Assisting program and that would focus on the English

course SLOs through content-specific writing needed for the Dental Assisting field; 4-

Practice in a group of taking procedural notes. Self-grading of their progress. List of

terminology that they will be responsible for that period; 5- Learn the concept of using

and modifying computer template notes on a computer; 6- Become familiar with the

SOAP concept.

Suggestions for assessment practices that are aligned to curriculum and instruction with

the needs of students were 1- Reviewing students writing at end of term; 2- Give written

examples of the criteria you are looking for; 3- Have students analyze other students

notes; 4- Have a different assessment form for the CTE programs with "work focused"

language; 5- Maintain contact with the dental community in order to fulfill the actual

needs of a dental office: what qualities and abilities are desired; 6- Emphasize EMR's as

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this will be the legal requirement in the near future;7- Constant exercises in writing and

evaluation are paramount. Repetition and emphasis on increasing the value of an

employee in order to maintain a job in the dental field should be stressed (employee

should strive to make oneself indispensable); 8- Take a grammar diagnostic test at the

beginning of the program then attend to the grammar areas they did not score

adequately on before the end of the semester/program before program completion.

Students completed a variety of the suggested teaching strategies recommended. We

continue to utilize these suggestions on a weekly basis to improve written

communication skills of the dental assistant to provide clear and concise patient notes.

Expected Level of Achievement

Exams, projects and homework are graded on the point system in the table below.  Dental Assisting Students are required to maintain a “B” in the clinical portion of the curriculum and no lower than a “C” in the didactic.

A B C D91-100% 81-90% 71-80% 61-70%

Summative evidence

The evidence used to assess, and the results of the assessment for the program learning outcomes, will be discussed separately for each course that was assessed during this review period. Each program assessment is based on the following scale:

Exceeds Meets

Needs Improvement

Insufficient

ProgressGrades of A Grade of B Grade of C Grade D

UH Maui College Dental Assisting Program Curriculum Evaluation GuideGoal or Objective #1Professional Responsibilities

Goal or Objective #2Knowledge & Skills

Goal or Objective #3 Lifelong Learning

Evaluation mechanism Student Exit SurveyGraduate SurveyEmployer Satisfaction SurveyStudents’ scores on program examinationsStudents’ scores on certifying exam

Student Satisfaction SurveyGraduate Satisfaction SurveyEmployer Satisfaction SurveyStudents’ scores on program examinationsStudents’ scores on certifying exam

Service Learning scoresGraduate Survey

How often conducted Annual Annual AnnualDate to be conducted/ finished by

May-AugustStudent Exit SurveyGraduate Survey-6 months after graduationEmployer Satisfaction Survey-6 months after graduation

May-August May

Results expected 75% ResponseAverage ranking 4 on 1- 5 point scale=

75% ResponseAverage ranking 4 on 1- 5 point scale=

75% ResponseAverage ranking 4 on 1- 5 point

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Satisfaction with Program85% 1st time pass rate

Satisfaction with Program85% 1st time pass rate

scale

50% continue to Dental Hygiene

Results achieved Yes Yes Yes, 86% service-learning completion certificate; No, 39% continue to Dental Hygiene - 11% entered UHMC DH program, 28% pursuing entrance to DH Program

Curriculum revision based on results

Increased number of orthodontic practicum hours and started dental office management practicum in fall 2013.

Continue Livetext iPad project and various teaching pedagogy.

Continue commitment to rigorous community service and professionalism program. Students’ working as dental assistants is considered a success, as trained and certified dental assistants are much needed dental professionals.

Person responsible Program CoordinatorsFaculty

Program CoordinatorsFaculty

Program CoordinatorsFaculty

Program improvement as a results of data analysis

Pending for dental office management results. Even with increased number of orthodontic practicum hours, visitation and instruction by two separate orthodontists, and typodont bracket placement, employer results remain mixed.

Program satisfaction and national board certification scores and passing rates remain high (100%).

Dental Assisting program continues to be considered by their employers and our community as dental professional and service oriented.

Next date of completion May-August May-August May-August

Industry ValidationThe dental community on Maui is extremely supportive of the UH Maui College Dental Assisting Program. Dental experts share their expertise in the classroom (32 dental experts), provide externships in their offices (11 dentists and dental clinics), provide in-kind donations of supplies, and financial support for equipment and supplies. Community dentists invite our students into their office for specialized training on the most up-to date equipment and processes. In 2012-2013, 37 dental professionals shared their expertise with my students.

100% of the 18 2013 Dental Assisting graduates who seek employment are working in dental offices, working as dental assistants. Local dentists often contact the program coordinator seeking UH Maui College Dental Assisting graduates. This year, one office even mentioned UHMC graduates preferred in their employment advertisement. Student employment placement and demand has remained steady and all UH Maui College Dental Assisting Program graduates were able to secure dental jobs.

In discussion with UHMC Dental Advisory Board members, UH Maui College CASLO Written Communication results were discussed in detail, with 100% agreement in rigor and suggestions of various teaching strategies.

Students and faculty participated in 25 community health fairs, high school events, and service projects, working collaboratively with local dental professionals. The Maui County Dental Society and Maui County Dental Hygienists’ Association contributed

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funds to the UHMC Dental Assisting Program for the purchase of toothbrushes and paste used for community service events.

In addition, Maui dentists are generous in their support of student travel to the annual Hawaii Dental Association Convention on Oahu and have established two-$500. Scholarships for Dental Assisting graduates entering the Dental Hygiene Program every other year. UH Maui College Dental Assisting Program is grateful for this affirmation of industry support.

C. Program Plans and Goals

The Outcomes Assessment Plan will continue to be implemented for the current students. Surveys will continue to be sent to graduates and their employers. Students will be assisted in the facilitation of DANB testing, including computer mock testing and material review.

Program will continue to heavily recruit students at high school career fairs, service-learning activities, UH Maui College Biology 100 classes (prerequisite to DA program), high school and program orientations, and career shadowing programs. Clinical experiences will begin in the fall semester and continue into the spring semester. Increased hours of clinical practice will be made available and strongly encouraged for students at the Maui Oral Health Center, shadowing and assisting staff dentists.

The highly successful iPad and Livetext assessment project will continue, allowing students access to researching various topics in the dental operatory and classroom; assess to course information, Powerpoints, outlines, discussion groups, announcements; real-time assessment and remediation of procedure and skill mastery; and practical experience using industry iPad applications such as Dentrix and patient education application DDS GP. Students will continue to utilize Livetext assessment and field study application (assessment of externship practicum), develop student ePortfolios, and master iPad use for the dental office setting.

Service-learning will continue with emphasis on community education. The Baby Dental Packet Project will continue to provide dental health information to all babies born at MMMC and at pediatric offices and clinics on Maui as well as community service experiences at area schools and health fairs.

Access to the on-campus Dental Facility in the renovated science building will significantly enhance clinical learning opportunities for DA and DH students. The faculty will have 10 operatories dedicated to the DA/DH programs and a separate x-ray teaching room, having 3 radiography chairs. The additional operatories will allow more opportunity for hands-on practice and make instruction more efficient. The addition of new equipment, x-ray teaching manikins and digital x-ray units in every operatory, will

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provide students with experience using these important diagnostic tools in dental practice. The additional 8 operatories on the service side of the facility will allow more students to complete the spring practicum working with dentists at the Maui Oral Health Center facility. The new facility will also allow admission of DH students annually, which will provide increased opportunity for the DA graduates to continue to DH Program.

Goals for Program Improvement Faculty to attend at least 2 faculty development workshops to improve

technology mastery and information retrieval skills. Adopt at least one new learning strategy in each course. Maintain and support 18 student cohort Continue to utilize Livetext assessment and iPad technology in the operatory and

classroom. Continue to participate in community service and service learning activities Procure the equipment needed to train students to be industry-ready and

employable. Acquire a larger clinical facility to better utilize instructor resources and provide

up to date training for dental assisting students

III. Budgetary Consideration and ImpactThe Dental Assisting program requires significant resources due to the need for a clinical facility, national accreditation requirements for 1:6 instructor: student ratio (high lecturer costs), required annual attendance of all faculty members to at least one regional or national dental education conference, required methodology training in the area of instruction at least every 3 years, and costly equipment and materials.

Presently, the operatories at the Maui Oral Health Center is shared by the UH Maui College Dental Assisting and Dental Hygiene Programs, Lutheran Medical Residency Program, and the Maui Oral Health Center. The Dental Assisting Program is assigned 4 operatories for 18 students during clinical courses. The 1:6 instructor to student ratio and limited clinical space, necessitates dividing the students in two groups, requiring significant instructor resources. A second full-time faculty is needed to offset the great number of lecturers hours needed.

In fall 2013, the Dental Assisting Program hired 4 new lecturers. Extensive teaching strategies, curriculum, and course methodology training has been ongoing. Attendance to faculty development workshops is crucial in developing a strong team. The American Dental Education Association (ADEA) is the premier ADACODA association for all accredited dental programs in the United States. The ADEA annual Conference will be held in March 2014 in San Antonio, Texas and will feature the UH Maui College Dental Assisting Program Coordinator in an ePortfolio roundtable presentation.

The Dental Assisting Program continues to garner external support for our program and our students’ success. The Maui Oral Health Center provides students with the opportunity to participate in patient care and gain hands-on clinical skills. A number of

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community and government grants provide the resources needed to support the facility requirements. The community need for oral health services provides strong justification for the commitment of resources. The impact of the dental programs on community oral health is validated by the financial support UHMC has received during the 2014 Academic Year.

County of Maui $250,000Maui Oral Health Center RentMaui Oral Health Center StaffUHMC Staff

HMSA Foundation $100,000Community Oral Health Screening

Hawaii Dental Service Foundation $66,903Equipment for MOHC- awarded in 2013-$66,903Equipment request for 2014, $323,061-Partial award is expected in November 2013

Two Carl Perkins grants were awarded to the Dental Assisting Program in 2013 for faculty and student support in procuring iPads and Livetext technology ($13, 940. and $4,652.) Kaiser Permanente Community Benefit awarded the program $13,523.63 and $1,155. to support the Baby Dental Packet Project and the Maternal Home Visit Project in 2013, respectively.

UH Maui College Dental Program Priorities:Lecturer costs – 41 fall, 45 spring = 86 X Step A ($1374) $118,64Marketing, student recruitment, website maintenance $470Annual ADEA American Dental Education Association – accreditation organization $125 per faculty

$750

Library resources – books, magazines, software $635Faculty Development- attend conference to complete ADACODA accreditation requirements of providing funding attend regional or national conference yearly and to complete methodology course in their specialty, at least every 3 years

$12,525

Faculty travel for student supervision $1700Renovation of Noi’i – funds and contract awarded and renovation will occur AY 2014-2015Instructional materials, Dental Materials, clinic supplies, office supplies and miscellaneous supplies

$6,782

17 Dexis digital radiographic sensors/system $150,815.3 intraoral cameras – IRIS DigiDoc $20,0005 valo curing light – educational price $920.69 each $4603.451 ultra vacuum former educational price $183.89 $183.893 DXTTRIII – Dental x-ray training manikins $36,000

IV. Engaged CommunityThe UH Maui College Dental assisting Program is fully engaged with our community partners. Dental experts share their expertise in the classroom (32 dental experts), provide externships in their offices (11 dentists and dental clinics), provide in-kind donations of supplies, and financial support for equipment and supplies. Community dentists invite our students into their office for specialized training on the most up-to

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date equipment and processes. In 2012-2013, 37 dental professionals shared their expertise with my students.

The results of student learning were extensively discussed with UHMC Dental Advisory Board members, with formal discussion and documentation. Dentists and other dental professionals routinely discuss program goals and curriculum with the Dental Assisting Coordinator and faculty. UH Maui College CASLO Written Communication results were discussed in detail, with suggestion for improvement offered. In fall 2013, 3 patient charting teaching strategies were implemented in DENT 151 (pp. 11-12.)

Students and faculty participated in 25 community health fairs, high school events, and service projects, working collaboratively with local dental professionals. The Maui County Dental Society and Maui County Dental Hygienists’ Association contributed funds to the UHMC Dental Assisting Program for the purchase of toothbrushes and paste used for community service events.

In addition, Maui dentists are generous in their support of student travel to the annual Hawaii Dental Association Convention on Oahu and have established two-$500. scholarships for Dental Assisting graduates entering the Dental Hygiene Program every other year.

Community supporter Sara Jean Tokunaga has shown her support in the establishment of the Donald and Alice Tokunaga Scholarship, which awards two-$500. scholarships to Dental Assisting Program graduates entering the Dental Hygiene Program every other year. Kihei Sunrise Rotary club also awarded a UHMC Dental Assisting scholarship to fund students’ certification exam.

The Dental Assisting Program students and faculty actively participate in community service and oral health education by attending health fairs, school recruitments, and other community activities.

Since 2009, the Dental Assisting Program initiated, obtained funding, and organized the Baby Dental Packet Project at Maui Memorial Medical Center (MMMC) and pediatric offices and clinics on Maui. Dental Assisting faculty and students work closely with community partners to educate our community about proper oral health. Kaiser Permanente Community Benefit funded this project in 2013 and has renewed their support for 2014.

In 2013, the UH Maui College Dental Assisting Program will initiate and organize a “Keep Your Smile” Dental Informational packet project for seniors will be funded by the Doyle Foundation and Kaiser Permanente Community Benefit. This project will bring oral health education to Maui’s elderly population and service opportunities to our students.

V. Recognize and Support Best PracticesThe Dental Assisting Program has led the campus in implementing innovative teaching techniques, innovative use of technology, and incorporating “best practices” into pedagogy. Through Perkins funding, in spring 2013, Dental Assisting faculty assess students in real-time using Livetext assessment. This assessment tool allows assessment in the clinical areas using iPads. Students are able to view their progress and make necessary remediation, if needed, immediately. Students are also able to

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create ePortfolios, which highlight student work during the program when seeking employment or pursuing higher education.

Through Perkins funding, iPads were put in the hands of students, increasing access to curriculum, researching of pertinent clinical issues in the operatory, course content understanding, and practical use in patient education, as they do in the dental office. Students report increased understanding of course material and ease in tracking their progress and knowing immediately if remediation is needed for skill mastery.

Faculty routinely utilize Turning Point Technology (Clickers) in theory review. Students report increased understanding of course material by using this non-confrontational method of reviewing material and gauging student understanding.

Dental assisting students learn from industry experts in the classroom and in the dental office. Students visit every specialty dental office, including oral and maxillofacial surgery, periodontics, orthodontics, endodontics, pedodontics, and prosthodontics, to experience industry settings. Students draw posters depicting radiographic processing and exposure errors; fabricate bleaching trays and mouth guard appliances; research, conduct, and judge debates on current dental ethical dilemmas; prepare for employment by participating in mock interviews with community members serving as perspective employers; create a marketing program for a fictitious dental office; experience hands-on training in the clinical setting using manikins and then proceed to patients; and other hands-on, real-world learning strategies.

The UHMC Dental Assisting Program was awarded the grant funding for Livetext and iPads for faculty and all dental assisting students, the Baby Dental Packet Project, and the Maternal Home Visit Project in 2013. The Dental Assisting Program Coordinator was invited to facilitate an ePortfolio roundtable presentation at the American Dental Education Association annual conference in San Antonio, Texas in March 2014.

Appendix

UH Maui College Dental Assisting studentsuse their iPads to research topics to complete

patient assessments.

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2012-2013 Dental Assisting Program Community Experts who Share their ExpertiseDean Arashiro, DDS, MS, periodontistLinda Brady, American Lung AssociationDr. Todd Carter, DDS, oral surgeonDr. Michael Clarke, DDS, oral surgeonDr. Peter Comny, DDS, orthodontistMark Cook, UHMC Instr. Design & Support SpecialistLisa Copeland, RDH, Philips Oral HealthcareKathleen Couch, RN, Caregivers Program Coordinator, Hale MahaoluDr. Mickey Damerall, DDS, orthodontistMr. Doug DeRyke, Patterson Dental equipment specialistKathy Fay, VP Operations Hawaii Dental ServiceDr. Peter Fay, DDS, prosthodontist Chris Gilbert, MICT paramedic & EMS instructorRon Hovious, CAN, ARC of MauiNancy Johnson, APRN, UH Maui College Allied HealthDr. Scott Kanamori, DDS, general practiceJill Kollist, RN, BSN, ARC of MauiKay Kusumoto, RDH, UltradentDr. Jon Lau, DDS, general practiceDr. Neil Nunokawa, DDS, general practicePhyllis Martina, RDH, Colgate-PalmoliveMaui Oral Health Center staffJames Merrett, DDS, general practiceJulie Morrill, Hu-Freidy Dental InstrumentsDomine Opena, Central Pacific BankDr. Lorrin Pang, MD, Hawaii State Department of Health DirectorMara Sandi, CDA, dental assistant/ office managerKimo Tuyay, Henry Schein Dental Supply CompanyDr. Melanie Vallejos, DDS, general practiceDr. Shaun Wright, DDS, pedodontistDr. Randall Yee, DDS, endodontistMelissa Yoshioka, UHMC The Learning Center

2013 Dental Assisting Externship Sites Maui Oral Health Center Dr. Michael ClarkeDr. Mickey DamerallHui I Ke Ola Pono Health Center, Dr. Eddie MelendezDr. Scott Kanamori

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Dr. Frank KiharaDr. Jon LauMalama I Ke Ola Health Center, Dr. Alex PijpaertDr. James MerrettDr. Melanie VallejosDr. Ken Zielinski

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Dental Assisting iPad/Livetext Project EvaluationOctober 21, 2013

Does the use of the iPad/ Livetext meet your expectations? Why or why not?- Yes. I enjoying having the iPad. Livetext helps me identify what I need to improve on, with

such quick access to my grades.- Yes, it is a pleasant bonus that I was unaware of when applying to the Dental Assisting

Program.- Yes, it has definitely met my expectations because I have used it so much for many things in

and out of the classroom.- Yes, the iPad meets my expectations. I enjoy using the iPad because it helps prepare me for

class, lets me follow along with the instructor during lecture, study, and it has helped me work on my portfolio by taking pictures as I learn new things.

- Yes. The use of the iPad meets my expectations. It is a big help in learning. The Livetext is easy to navigate and it gives us an idea of how we are doing in our classes.

- Yes, for those who uses Livetext on a regular basis we know what grades we’re getting. iPad, I love it helps so much with homework and doing research in class

- Yes! It has the latest software to ensure it works perfect. It has never froze, malfunction, and long battery life.

- Yes, I am a new user to Livetext so I have some “getting used to” to do, but I do enjoy my iPad and Livetext for learning purposes.

- Yes both the iPad & Livetext have met my expectations because having all the programs books on the iPad makes reading & studying so much easier to be able to always have all your books with you with one simple iPad.

- Yes it does because I’ve never had and iPad or an account that I’m able to view my grades within minutes. Makes learning easier and convenient.

- Yes, it has meet to my expectations. Livetext allows me to access my grading material (competencies) and keeps me updated in what has been completed and what needs to be done assignments.

- Yes, the use of the iPad/Livetext exceeded my expectations.- Yes, it’s a big help especially the iPad. We don’t have to carry books because we have our

iPad all the time.-

Has the iPad/Livetext enhanced or improved your learning? Why or why not?- Yes, the iPad/Livetext has enhanced my learning because I am able to use my iPad during

class. I can read my books, read the Powerpoints, view the rubrics for competencies, and take photos for my portfolio.

- Yes, having an iPad makes lectures so much easier to follow along by going online and downloading the Powerpoint in which the instructor is going over that day!

- Yes, it has improved my learning because I can follow along with my professor’s Powerpoints /lectures and my eBook is just a click away on my iPad.

- It has made studying on-the-go a lot easier now that all of our textbooks are located in one light weight device.

- The iPad has improved my learning because it is lightweight therefore we are able to do researches in class instead of carrying a laptop

- The iPad has enhanced my learning by researching information when needed. Livetext I’m in the middle because I’ve only used it to look at my grades

- Yes! We are able to follow along with the teacher, exchange notes easily with other students. We can pull up the syllabus or any other teaching aids

- Both have definitely improved my experience as a student. I’m able to easily access my study materials whenever I want.

- Yes both the iPad & Livetext has enhanced my learning because with the efficiently of having all your school information in one location makes learning so much easier and at

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your fingertips. Also being able to keep up to date with Livetext on grading to see what needs improvements is very helpful.

- Yes because my books are always available and if the teachers make comments on my work I can read them and improve myself.

- Yes it definitely does. The iPad alone allows me to access internet, email, Livetext, and my e-books where ever and whenever. As for Livetext, it allows me to view my grading assessment my instructors have given me at all times.

- Yes, the iPad improved my learning style because I found it convenient to have access to all my e-books and to the internet when studying.

- Yes, because having the iPad and Livetext makes it easier for me to use my books online and look up rubrics for a specific project on Livetext.

What were the advantages of the iPad/Livetext project?- There are many advantages of the iPad/Livetext project such as being a portable study

device, follow along in class, read textbooks, and view the rubrics so I understand what will be expected of me.

- Learning new technology, and putting it to use every day, to improve my educational needs.- Advantages would include being able to get instant feedback after certain competencies in

lab on Livetext, going through Powerpoints/lectures on the iPad in class, taking photos and videos for the program portfolio, airdropping files to classmates, having internet access in class for in class projects, and having the eBook on the iPad to look up during class as well.

- I love e-books, access to the net, and Airdrop.- The advantages of the iPad is that it is lightweight, we can download our eBooks, download

other apps that can help in our learning. Also, we do not have to share it with other students. The Livetext allows us to receive feedback from our instructors.

- Advantages iPad: use it to take notes, research, take pictures for our portfolio- Advantages of Livetext: able to view competencies, grades, notes teacher’s telling us for

certain assignments- We can take pictures to help with studying or projects- The immediate feedback I received from instructors soon after a competency or

presentation. The iPad made all my reading and researching very easy.- The advantages of iPad/Livetext project are the ability of taking all your books with you.

Wherever you go to be able to study and research projects right on the spot with the iPad. The advantage of Livetext is to get up to the moment progress in each class instead of finding out at the end of the year, when it’s too late.

- Easy access to books and grades.- Internet access capabilities, emailing, airdrop (allows us to share pictures with our peers),

take pictures for our end of the year dental assisting portfolio, and access our performance grading on Livetext.

- iPad: portable, faster than a laptop, airdrop (easy file sharing among classmates), viewing digital content very fast, basically a computer that is fast and portable and convenient.

- The advantage of having iPad and Livetext is that you have the two main things to improve my grades, study for exam and quizzes and look up the things I need to improve on by going to Livetext and see my grade on my homework and presentation.

What information, features, programs, if any, would you like to see added to future iPad/Livetext projects?

- For the Livetext I would have wanted to learn how to use the program much earlier in the school. There was a little confusion in the beginning.

- It would be nice to have some kind of symbol or alert showing when a professor adds comments on Livetext.

- Notifications when new items are uploaded/ available on Livetext.

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- A feature I would like to see added to future Livetext projects is a notification alerts that let us know if we receive a feedback from our instructors.

- I did not like using Livetext. It would be nice if there was notification when a teacher left notes.

- At this point, I am very impressed with all the programs and resources we were provided and have no other suggestions thus far.

- Not sure yet, but know this is definitely been helping in my Dental program and since using this I see it has been an added tool for success at school. Now can’t imagine how people can do without this in school, it simply does add to your learning.

- A notification on assignments that have comments from the teacher on Livetext. Instead of having to open up every single assessment.

- I am not sure what else needs to be added in the future but keep up with the improvements; will be looking forward for them.

- I would like to see an official Livetext app for all apple devices. Livetext: a more friendly organized User Interface design.

- I would like for the iPads to have Microsoft word application.

What could be improved in the iPad/Livetext project?- It’s great just the way it is!- I appreciate what we currently have and can’t think of any improvements.- It would be nice to have some kind of symbol or alert showing when a professor adds

comments on Livetext. - Maybe by adding a tutorial in how to use the features when they are issued.- The Livetext would be improved by having a “grade book;” that shows our grade and

progress in class.- It was nothing but useful- Nothing at the moment- It all has been working good for me so nothing as of yet- Nothing that I can think of.- Hopefully, on Livetext add a grading section to see where an individual stands overall.- iPad: perfect Livetext: more organized content and a mobile application.- In my opinion the iPad/Livetext project is such a big help and I can’t complain anything so

far.

Did you encounter any problem with your iPad? If so, please explain.- No (3)- No, I didn’t encounter any problems with the iPad.- No, I have not encountered any problems with my iPad.- I have never had/used much Apple products before, so it was just a matter of learning the

system.- No, the iPad is great and definitely useful.- When looking in Laulima sometimes the Powerpoints or charts won’t show up- No, it has been perfect- I have not yet encountered any problems, and probably won’t.- No problems so far.- Sometimes the iPad glitches with certain programs but nonetheless it is sufficient.- None so far.

How would you rate the tech support for the iPad/Livetext project?- 10!

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- I personally haven’t used the tech support but the tech support at the school and the speaker that came to the school were helpful.

- I would give the tech support a very high rating.- 10/10 (2)- From 1-10, one being least I would say an eight.- I have not had to use the tech support yet.- Good.- 10/10, very helpful.- 5/5 (2)- I would rate it 10

Would you like to see the iPad/Livetext project continued next semester? Why or why not?

- Yes, it is such a huge help within this program.- Yes, I like to continue the iPad/Livetext project next semester because it has had many

benefits so far and I think it will help me continue to learn in my program.- Yes, the iPad has been such a great addition to the program because it allows us to access

certain things in class, take photos and videos needed for the program, and the use of airdrop (sharing files) with my classmates. It is my first time using eBook and it is very convenient to have that stored on the iPad as well. We all feel very fortunate to have the iPads for this program because it has been very beneficial.

- Yes, it has been a GREAT resource thus far.- Yes, because they will definitely help the future students of the program.- Yes, it helps a lot for our eBooks doing homework and projects- Yes! It would really help future students- Yes, I would. It allows me to access my Livetext courses and see my grades or progress- Yes, for sure this has been a great improvement in education and learning to be able to have

access to your books as needed and to be able to research projects when needed. Keep up to date with your class through Livetext has been very beneficial.

- Yes. Having the iPad makes it so much easier to access our books. Plus when we’re doing our work on the computer it’s easier to look at the iPad rather than switching tabs or continuously minimizing your work to read your textbook. And the screens are small on our computers to be reading the textbook. Another couple benefits of the iPad is, it is easy to take with you to read and you don’t need internet to access your textbooks.

- Yes, it has been very helpful for me. Keeps me updated at all times with school and instructors.

- Yes, because I find it more important in my daily life because I always use my iPad to do homework with.

- Yes, definitely the iPad/Livetext is a big help.

Before receiving your iPad, did you have access to a computer/laptop/iPad? If yes, was it a computer of your own at home?

- Yes, Mac Book Pro.- Yes, I had a personal laptop and desktop computer.- Yes- Yes but the iPad is a lot more convenient.- At first a mini Acer, but I have recently bought a new HP.- Yes, I had a laptop- Yes, it was at home, I had a desktop and laptop- Yes, I had access to a personal computer at home. However, I didn’t utilize it as much as I do

the iPad- Yes, I have a macbook pro- No

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- Yes, I had a personal laptop- Yes, a computer at home.- Yes, I had access to my laptop and my android tablet- I have my own computer at home.

Is it a laptop of your own?- Yes (8)- Yes but the iPad is a lot more convenient.- It is a laptop of my own- Yes it is

Did you bring this laptop to UHMC?

- On occasion.- No, I didn’t because I didn’t want to carry it around due to size.- No, I bring my iPad to class because it is more compact to carry.- Not yet- Sometimes (2)- Yes (2)- Only once so far, but prefer the iPad- No, I didn’t.- No, too heavy and battery does not last as long as the iPad.

Is it a computer that you shared with others?- No (5)- No, it was my own computer but I allowed others to use it.- No, it’s my personal computer - Sometimes. It’s mostly mine but I do have family here and there that will come over to

borrow it for a little.- No, personal computer- Yes

Where did you use this computer?

- At home, and at school, when necessary. - I used it at my house. I previously went to online school where a laptop was necessary.- No- I use this computer at home.- At home.- School and home- Home and school- Most times I use the computer at home.- At home.- Personal home computer- At home, public places, and school.

Do you have access to wireless connection at home?

- No.- Yes, I have access to wireless connection at my house.- Yes, I have access to wireless connection at home.- Yes (6)- Yes I do- No I don’t.-

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Do you use your iPad at home? - Yes (6)- Yes, I use the iPad at my house. I really like to use the iPad when I’m not at my house and

somewhere else so I can continue to study.- Yes, I use my iPad at home.- Yes, I have access to other electronic devices, but I prefer to use my iPad because of its easy

access.- Yes, I use the iPad to access my textbooks at home.- Yes, I do.- Yes, I do. The thing about the iPad is, it is portable. I am able to study anywhere within my

house and outside.- Yes, all the time

What type of internet connection do you have for studying?- I use the school Wifi, Maui Oral Health Center Wifi, and public Wifi.- I have wireless internet.- I have wireless internet connection at home for studying.- Wireless- WIFI- Roadrunner, Oceanic Time Warner- I have wireless connection in home and school- Oceanic Time Warner- I’m connected to a modem through Hawaiian Telcom .- Time warner- Oceanic Road Runner extreme speed internet 30MB/SmB - High speed internet from the cable company

Side note- Having the laptop from the school was a real benefit this past weekend. My personal computer wouldn’t start and I had many projects and assignments to get done and test to study for. I was so lucky for having the laptop from school because I was still able to get all my work done. I didn’t have to stress about my work not getting done on time. I am so grateful for these laptops , iPads, and Livetext.

University of Hawai‘i Maui College Dental Assisting ProgramEmployer Survey Summary

Please complete a survey for each UH Maui College 2012-2013 Dental Assisting Program graduate dental assistant employee.How many months has the dental assistant been working for you?

- 4 ½ months- 4 months- 3 months - 1 month (2)- > 4 years

How did you recruit the dental assistant? - Assistant applied and dropped off resume - Pua should interest in working with children while assisting Dr. Adams at MOHC Health

Fair. (Emailed Joyce Yamada Re: DA Position to all DA graduates)- Craigslist posting regarding Dental Asst. - Dental assisting director- Keri is an existing patient who was interested in dentistry - Craigslist ad, as well as dropped off resume in the office

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Did the dental assistant complete an externship with your practice?__3__ Yes __4__ No

Please answer the following questions about the performance of the UHMC Dental Assisting graduate in your office (circle the correct number).

Strongly Agree

Agree Disagree Strongly Disagree

The chairside skills of the dental assistant met the needs of my practice.

5 (2) 4 (4) 3 (1) 2 1

The office skills of the dental assistant met the needs of my practice.

5 (2) 4 (2) 3 (3) 2 1

The dental assistant was dependable. 5 (6) 4 (1) 3 2 1

The dental assistant worked well as a member of my dental team.

5 (7) 4 3 2 1

If you were not satisfied with any area please provide specific recommendations on how the graduate could be better prepared. Your recommendations will be used to revise curriculum, including clinical experiences.

- Just needs more experience, as well as more full exposure to the procedures we do in our orthodontics specialty

- I am satisfied with Keri’s performance - Students need exposure to various dental software- Performance equivalent to amount of experience

Please provide general comments and suggestions for improving the UH Maui College Dental Assisting Program.

- Thank you very much for the program here on Maui!.

MAHALO for helping us enrich the UHMC Dental Assisting Program!

Student Exit Survey 2012-2013UH Maui College Dental Assisting Students

Please complete the following information to help improve the Dental Assisting Program.

In the past year I have volunteered at a community health activity. 16- Yes ___ NoDescribe volunteer efforts.

Oral Hygiene for Children I taught children oral hygiene at Kihei Elementary and Kamalii Elementary with Rotarians and

Queen Kaahumanu Center for Keiki Festival. HOSA at Baldwin High School Teaching children at Queen Kaahumanu Center, Kihei Elementary School, and Kamalii

elementary school good oral instructions, such as how to brush and floss their teeth. Oral Health instruction to young (elementary) children We have been to numerous schools to complete community health activities teaching OHI. Teaching kids how to brush their teeth. Teaching the kids how to brush and floss their teeth OHI at schools

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Teaching children about proper hygiene, good experience

Please rate the importance of the following statements (circle correct number).

Very important

5 4 3 2

Not very important

1I arrive to work on time or earlier. 16I always work cooperatively with my co-workers. 16

If I do not understand instructions from my supervisor, I ask for more information.

16

I keep information about patients private. 16

Please rate how well the UHMC Dental Assisting Program prepared you to perform in each of the following functions. Write the appropriate number in the blank using the scale below.

Extremely well

prepared5

Well prepared

4

Adequately prepared

3

Inadequately prepared

2

Totally Unprepared

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______ Infection control procedures 14 2______ Patient educational oral hygiene instruction 12 3 1

______ Health history review and

documentation 11 2 3

______ Chairside assisting

procedures 10 3 3

______ Restorative charting 8 6 2______ Periodontal charting 12 3 1______ Orthodontic functions 2 5 10______ Mixing dental materials 10 4 2______ Emergency procedures 6 7 2______ Office reception

responsibilities 3 7 6 1

______ Taking alginate impressions 12 3 1______ Making study models 12 3 1______ Exposing radiographs 13 2 1______ Dental Assisting Certification

Exam 11 3 2

______ Other (please specify) ________________Check one of the following:

1- Currently employed full-time in a dental office

4- Seeking employment full-time in a dental office

0- Currently employed part-time in a dental office

2- Not seeking employment

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5- Currently enrolled in college full-time, pursuing dental related field of study program

3- Currently enrolled in college part-time, pursuing dental related field of study program

0- Currently enrolled in college full-time, pursuing fields other than dental

1- Currently enrolled in college part-time, pursuing fields other than dental

What did you like about the UHMC Dental Assisting Program?◦ The teamwork among classmates◦ Helped me learn the basics of dentistry◦ I liked how I went into the program knowing nothing and now graduating from the program I know a lot More◦ I enjoyed all hands on clinical procedures! I also enjoyed the community services we’ve done◦ I learned a lot and I am prepared to be a full-time dental assistant◦ The learning process of everything◦ It has given me the experience that I need in a dental office. I have learned the materials and basic things that I need to know as a future dental assistant◦ The fun community services. Meeting new and professional individuals◦ The involvement and opportunities in community service to teach children the importance of oral health. Also, Joyce’s door was always open to us if we needed help with anything,◦ So Fast! Finish in one year and going to different offices!◦The teachers are knowledgeable about the subjects teach them well◦Going to different offices◦ The relationship I made ask me again in a few months, cause I’m kind a over it now. A lot of busy work, need more hands on.

What did you dislike about the UHMC Dental Assisting Program?◦ I felt that sometimes some teachers expect you to do everything perfect even thou it takes years of practice to get it right. o Nothing (9)◦Reading◦The staff at the MOHC can be overwhelming at times To keep a positive attitude and want to learn◦ Some learning issues at MOHC◦ Here and there were minor issues. But overall this program was a wonderful learning experience!◦ Going to MOHC for externship and Fridays

What recommendations would you make to incoming Dental Assisting Students?◦ Be Prepared◦ Study hard, take a lot of notes, and pay attention ◦ Study! And don’t take things personally, as it a professional setting◦ Be prepared to work hard◦ Good Luck-2◦ Study hard and don’t procrastinate ◦ Help me expand me knowledge in dental assisting ◦ Always work hard and never give up◦ Start projects early and never get behind on your reading◦ Keep pushing through and don’t fall behind. When you think you might be ahead of

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your deadlines, the next one is very soon to follow◦ towards the end you may feel like you’re not ready to take your DANB, but in all actuality you’re more than prepared and ready! Keep a positive and open to learning. Attitude at all times no matter the amount of experience you already have.

-Are you currently employed in a dental office? Yes- 1 NO- 13

Dr. KatoIf yes, name of dental office ______________________________________________

How did you become employed there? Current patient of his wanted to experience the dental field.

Did you pass all three parts of the DANB exam? Yes __18_____ No _______If no, which parts did you not pass and when will you be completing them?________________________________________________________________

What are your plans for the future?◦ Dental assisting ◦Go into the dental hygiene program and work part time as an assistant◦ Be the best dental assistant and learning new things◦ I am going to become a dental hygienist. Whether I get into the upcoming class or I have to reapply later, I will keep trying◦ Finish school and get a career◦ Full-time job in a dental office◦ Be a CDA. Perhaps look into hygiene◦ Find a dental assisting job◦ After this program, I plan on taking more classes and maybe, hopefully transfer to the mainland to become a general dentist◦ Being an assistant and going to lab tech school◦ Find a job or go to school

University of Hawaii Maui CollegeDental Assisting Program

Fall 2012-Spring 2013 Community Service Learning Service (25 events & activities)

1. Baby Dental Packet ProjectMaui Memorial Medical CenterAugust 2012- June 2013 2,000 dental baby packets distributed to Maui’s babies and their familiesShared information on proper oral health practices for babies and their families

2. Baby Dental Packet Project at pediatric offices and clinicsJuly 1, 2012- June 1, 20132,000 baby dental packets distributed to babies and their family at one and 6 month well baby visitsReinforced proper baby dental health practices.

3. WHOA! UHMC Health FairUH Maui College August 11, 2012, Saturday7-12 noonServiced: 82 students and community members

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Brushes distributed: 82 toothbrushes & toothpaste Showcased the dental assisting program and promoted good oral health practices.

4. Stand For Children RallyQueen Kaahumanu CenterSeptember 22, 2012, Saturday10:00-2:00 pmServiced: 150 Maui community membersBrushed distributed: 144 toothbrushes and toothpasteTaught proper brushing and flossing technique and share proper oral health practices

5. Maui Fair ParadeUHMC Campus-StadiumSeptember 27, 2012, Thursday3:30-7:00pmServiced: Maui Community membersBrushes Distributed: 0Rode float and marched in the parade to introduce and promote the UHMC dental programs to our community and share good oral health practices.

6. Maui County Fair UHMC Allied Health boothThursday-Sunday, September 27-30, 2012Serviced: Maui Community membersBrushes Distributed: 300 toothbrushes & 720 toothpasteTo promote community awareness of UHMC dental programs, teach proper brushing and flossing technique and promoted good oral hygiene practices.

7. 13th annual Meadow Gold Healthy Baby Contest at Maui County FairSeptember 29, 2012, Saturday9-12 noonServiced: 120 1- 2.5 years old participants and their families Baby Dental Packets distributed: 120 baby dental packets Promoted good oral health practices and education

8. Tutu & Me ProgramKahului Community CenterOctober 9, 2012, TuesdayServiced: 50 children and seniorsBrushes distributed: 30 stage 2 & 60 stage 3 and 100 toothpastePromoted good oral health and taught proper brushing and flossing

9. Tutu & Me ProgramKamehameha SchoolOctober 10, 2012, WednesdayServiced: 50 children and seniorsBrushes distributed: counted together with other Tutu & Me ProgramPromoted good oral health and taught proper brushing and flossing

10. 6th Annual Kihei Maui Children and Youth Day – Roz BakerKihei Youth CenterOctober 13, 2012, Saturday3-8 pmServiced: 700+ children and their familiesBrushes distributed: 988 brushes and toothpastePromoted good oral health in collaboration with Hawaii Dental Service and Maui County Dental Hygienists’ Association

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Funded by MCDHA and HDS

11. Maui High School Dental OrientationOctober 26, 2012, Friday40 Maui High school students, Promoted Dental Assisting program and dentistry and exercise on dental charting

12. UHMC Pumpkin PatchOctober 27, 2013, SaturdayPromoted good oral health and taught proper brushing and flossing to 50+ children and their parents

13. UHMC Headstart Preschool October 31, 2013, WednesdayGave toothbrushes/paste to 25children/9 adults to promote good dental health

14. Ke Ola MauJanuary 13, 2013, Sunday12:00-3:00 pm50 intermediate and high school studentsPromoted Dental Assisting program and dentistry and exercise on dental charting

15. Dental Project with Kihei Sunrise Rotary Club at Kihei SchoolFebruary 6, 2013, Wednesday8:00-11:00 amTaught 130 1st graders about good oral health and disclosing tablets

16. Kihei Baptist PresechoolFebruary 8, 2012, Friday9:00-10:30 am16 preschoolers – promoted good oral health, toothbrush and floss instruction, distributed toothbrushes/paste

17. Waihee Elementary School150 1st graders

February 21, 2013, Friday12:00-2:00 pmGave toothbrush/paste, OHI, Good food/bad food relay

18. Maui High School FairMarch 1, 2013, Friday9:30-1:00 pmProgram information and promoted good oral health40 high school students

19. Baldwin High School Bear AffairMarch 8, 2013, Friday9:30-12:00 noon60 high school studentsProgram information and promoted good oral health

20. Smile America Project with MCDS membersMarch 9, 2013, Saturday8:00-12:0030 Marshallese childrenExams, radiographs, and restorative procedures

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21. Waihee SchoolMarch 15, 2013, Friday12:00-2:00 pm160 toothbrushes/paste/activity booksPromoted good oral health, OHI, good food/ bad foods relay

22. UHMC Automotive Car ShowMarch 23, 2013, Saturday5:00-10:00 pmPromoted the program and proper oral health20 people impacted

23. Paia ElementaryApril 5, 2013, Friday8:00-12:00180 Preschool-2nd gradePromoted good oral health, OHI, good food/ bad foods relay

24. Dental Project with Kihei Sunrise Rotary at Kamalii SchoolApril 26, 2013, Friday8:00-11:00 am125 1st graders, promoting good oral health, disclosing tablets, and OHI

25. Island and Bluffs Family Health & Safety FairMay 18, 2013, Saturday1:00-4:00 pmTaught good oral health and promoted dental assisting program

CARL D. PERKINSINDUSTRY VALIDATION

ADVISORY COMMITTEE APPROVAL FORMDental Assisting

2012-2013

X I have reviewed the curricular student learning outcomes and approve of the level of industry skills that Maui Community College students attain in the Dental Assisting program.

X I understand that the Dental Assisting program is accredited by the NLNAC and American Dental Association Commission on Dental Accreditation and that this national certification meets or exceed industry standards.

X I have reviewed the student learning outcomes of the Capstone/Portfolio Projects and approve of these projects as an acceptable assessment of student achievement in meeting industry standards.

Dr. Michael Clarke, DDSDr. Mickey Damerall. DDS, MS

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Dr. Matt Dodson, DDSMs. Rowena Estayo, consumerMs. Andrea Hetherington, DH studentDr. Scott Kanamori, DDSDr. Frank Kihara, DDS, MSDr. Jonathan Lau, DDSDr. Daniel Mayeda, DDSDr. James Merrett, DDSMrs. Joyce O’Hanlon, RDHDr. Neil Nunokawa, DDSDr. Fumio Tsuji, DDS retiredMs. Jeannette Vences, CDA

Rubric for Evaluating Outcome and Goal Achievement , Degree Program Review Assessment Rubric, and Degree Program Review Examples of Evidence can be found at https://laulima.hawaii.edu/portal/site/91ea6bed-23da-449e-8af8-76659235c891/page/397028c4-6415-488e-9ceb-9b54dff72f01 under Dental Assisting

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