____________________________________________________________________________
University of Hawai‘i Maui College
DENTAL ASSISTING PROGRAM REVIEW
October 21, 2013
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TABLE
OF CONTENTS |
Dental Assisting Program Mission 3
Introduction 3
Quantitative Indicators 4
Quantitative Indicators Description 6
Perkins IV Core Indicators Analysis
7
Program Learning Outcomes
8
Program Map: Student Learning
Outcomes Grid
9
Assessment Plan 10
PLO Assessment Timetable 10
Analysis of Student Outcome and Goal
Achievement 10
Program Assessment 10
Evidence of Student Learning 10
DENT 164 – PLO 2 (fall 2012) 10
DENT 152 – PLO 1 (spring 2013) 12
CASLO Analysis – Written
Communication 13
Expected Level of Achievement 15
Industry Validation 16
Program Plans and Goals 17
Planning and Policy Considerations 18
Budgetary Considerations 18
Engaged Community 19
Recognize and Support Best Practices 20
Appendix 21
2012-2013 Community
Experts who Share Their Expertise 21
Student Survey of iPad/
Livetext Initiative (spring 2013) 23
2012-2013 Employer Survey 28
2012-2013 Student Exit Survey 29
2012-2013 Community Service Events 32
Carl D. Perkins Industry Validation
Advisory Committee
Approval by UHMC
Dental Advisory Board members 35
Rubric for Evaluating Outcome and
Goal Achievement
Degree Program Review Assessment
Rubric
Degree Program Review Examples of
Evidence
|
DENTAL ASSISTING PROGRAM REVIEW |
|
2012-2013 |
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.
I.
Quantitative Indicators
Overall Program Health:
Healthy
Majors
Included: DENT Program CIP: 51.0601
|
Demand Indicators |
Program Year |
Demand Health Call |
|||
|
10-11 |
11-12 |
12-13 |
|||
|
1 |
New & Replacement Positions (State) |
73 |
69 |
64 |
Healthy |
|
2 |
*New & Replacement Positions (County Prorated) |
9 |
10 |
9 |
|
|
3 |
*Number of Majors |
10.5 |
17 |
18 |
|
|
3a |
Number of Majors Native Hawaiian |
3 |
7 |
5 |
|
|
3b |
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 |
414 |
|
|
5 |
SSH Non-Majors in Program Classes |
385 |
220 |
6 |
|
|
6 |
SSH in All Program Classes |
431 |
608 |
420 |
|
|
7 |
FTE Enrollment in Program Classes |
14 |
20 |
14 |
|
|
8 |
Total Number of Classes Taught |
9 |
20 |
9 |
|
|
Efficiency Indicators |
Program Year |
Efficiency Health Call |
|||
|
10-11 |
11-12 |
12-13 |
|||
|
9 |
Average Class Size |
18.7 |
13 |
18.2 |
Healthy |
|
10 |
*Fill Rate |
93.3% |
93.5% |
98.7% |
|
|
11 |
FTE BOR Appointed Faculty |
2 |
2 |
1 |
|
|
12 |
*Majors to FTE BOR Appointed Faculty |
5.2 |
8.5 |
18 |
|
|
13 |
Majors to Analytic FTE Faculty |
12.3 |
10.2 |
21.1 |
|
|
13a |
Analytic FTE Faculty |
0.9 |
1.7 |
0.9 |
|
|
14 |
Overall Program Budget Allocation |
$85,055 |
$773,071 |
Not Yet Reported |
|
|
14a |
General Funded Budget Allocation |
$67,055 |
$107,992 |
Not Yet Reported |
|
|
14b |
Special/Federal Budget Allocation |
$0 |
$0 |
Not Yet Reported |
|
|
14c |
Tuition and Fees |
$0 |
$16,144 |
Not Yet Reported |
|
|
15 |
Cost per SSH |
$197 |
$1,271 |
Not Yet Reported |
|
|
16 |
Number of Low-Enrolled (<10) Classes |
0 |
2 |
0 |
|
|
*Data element used in health call calculation |
Last Updated: October 3, 2013 |
|
Effectiveness Indicators |
Program Year |
Effectiveness Health Call |
|||
|
10-11 |
11-12 |
12-13 |
|||
|
17 |
Successful Completion (Equivalent C or Higher) |
99% |
100% |
100% |
Healthy |
|
18 |
Withdrawals (Grade = W) |
0 |
0 |
0 |
|
|
19 |
*Persistence Fall to Spring |
61.5% |
100% |
100% |
|
|
19a |
Persistence Fall to Fall |
|
|
0% |
|
|
20 |
*Unduplicated Degrees/Certificates Awarded |
17 |
14 |
18 |
|
|
20a |
Degrees Awarded |
0 |
0 |
0 |
|
|
20b |
Certificates of Achievement Awarded |
0 |
0 |
0 |
|
|
20c |
Advanced Professional Certificates Awarded |
0 |
0 |
0 |
|
|
20d |
Other Certificates Awarded |
17 |
14 |
18 |
|
|
21 |
External Licensing Exams Passed |
|
100% |
N/A |
|
|
22 |
Transfers to UH 4-yr |
2 |
0 |
0 |
|
|
22a |
Transfers with credential from program |
0 |
0 |
0 |
|
|
22b |
Transfers without credential from program |
2 |
0 |
0 |
|
|
Distance Education: |
Program Year |
|
|||
|
10-11 |
11-12 |
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 Indicators |
Goal |
Actual |
Met |
|
|
|
29 |
1P1 Technical Skills Attainment |
90.00 |
100.00 |
Met |
|
|
30 |
2P1 Completion |
50.00 |
77.78 |
Met |
|
|
31 |
3P1 Student Retention or Transfer |
74.25 |
90.00 |
Met |
|
|
32 |
4P1 Student Placement |
60.00 |
66.67 |
Met |
|
|
33 |
5P1 Nontraditional Participation |
17.00 |
0.00 |
Not Met |
|
|
34 |
5P2 Nontraditional Completion |
15.25 |
0.00 |
Not Met |
|
|
Performance Funding |
Program Year |
|
|||
|
10-11 |
11-12 |
12-13 |
|||
|
35 |
Number of Degrees and Certificates |
|
|
0 |
|
|
36 |
Number of Degrees and Certificates Native Hawaiian |
|
|
0 |
|
|
37 |
Number of Degrees and Certificates STEM |
|
|
0 |
|
|
38 |
Number of Pell Recipients |
|
|
9 |
|
|
39 |
Number of Transfers to UH 4-yr |
|
|
0 |
|
|
*Data element used in health call calculation |
Last Updated: October 3, 2013 |
A.
Demand
Indicators
Demand 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
Indicators
Efficacy 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-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 Indicators
Effectiveness
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, 1/1/2012-6/30/2013 |
||
|
|
UH Maui College average performance |
Average Performance of other candidates |
|
General Chairside Assisting (GC) |
485 |
458 |
|
Infection Control (ICE) |
483 |
449 |
|
Radiation 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
Achievement
A. 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.
Program Map: UHMC Dental Assisting Student Learning Outcomes
Grid
|
Grid of Maui Community College Student Learning
Outcomes- Dental Assisting |
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KEY:
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 |
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2 Moderate Emphasis:
The student uses, reinforces, applies and is evaluated by this learner
outcome, but it is not the focus of the class. |
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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. |
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0 No Emphasis:
The student does not address this learner outcome. |
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Dental Assisting Educational Standards |
DENT 120 |
DENT 150 |
DENT 151 |
DENT 152 |
DENT 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 |
1 |
|
II 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 |
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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 |
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General Education Standards |
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Standard 1 - Written Communication |
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DENT 120 |
DENT 150 |
DENT 151 |
DENT 152 |
DENT 154 |
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 |
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Outcome
1.9 Develop a personal voice in
written communication |
3 |
3 |
0 |
3 |
0 |
0 |
0 |
1 |
0 |
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Standard 2
Quantitative Reasoning |
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Outcome
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 |
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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 |
3 |
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Outcome
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 |
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Outcome
2.6 Assess the validity of
statistical conclusions |
0 |
1 |
0 |
0 |
0 |
0 |
0 |
3 |
0 |
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Standard 3
Information Retrieval and Technology |
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Outcome
3.1 Use print and electronic
information technology ethically and responsibly |
3 |
3 |
3 |
3 |
1 |
0 |
0 |
1 |
2 |
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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 |
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Outcome
3.3 Recognize, identify, and
define an information need |
3 |
3 |
0 |
3 |
1 |
0 |
0 |
1 |
2 |
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Outcome
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 |
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Outcome
3.5 Create, manage, organize and
communicate information through electronic media |
3 |
3 |
0 |
0 |
1 |
0 |
0 |
1 |
2 |
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Outcome
3.6 Recognize changing
technologies and make informed choices about their appropriateness and use |
2 |
3 |
2 |
2 |
1 |
0 |
0 |
1 |
2 |
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Standard 4
Oral Communication |
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Outcome
4.l Identify and analyze the audience and purpose of any intended
communication |
3 |
3 |
3 |
3 |
1 |
2 |
2 |
3 |
3 |
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Outcome
4.2 Gather, evaluate, select, and
organize information for the communication |
3 |
3 |
3 |
3 |
1 |
2 |
2 |
3 |
3 |
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Outcome
4.3 Use language techniques, and
strategies appropriate to the audience and occasion |
3 |
3 |
3 |
3 |
1 |
2 |
2 |
3 |
3 |
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Outcome
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 |
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Outcome
4.5 Summarize, analyze, and
evaluate oral communications and ask coherent questions as needed |
3 |
3 |
3 |
3 |
1 |
2 |
2 |
3 |
3 |
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Outcome
4.6 Use competent oral expression
to initiate and sustain discussions |
3 |
3 |
3 |
3 |
1 |
2 |
2 |
3 |
3 |
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Standard 5
Critical Thinking |
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Outcome
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 |
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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 |
0 |
|
Outcome
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 |
1 |
|
Outcome
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 |
|
Outcome
5.8 Communicate clearly and
concisely the methods and results of logical reasoning |
3 |
3 |
3 |
3 |
2 |
2 |
2 |
3 |
3 |
|
Outcome
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 |
DENT |
|
|
120 |
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
DENT 164 Oral Biology I – PLO 2
The
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 I 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. |
18 |
|
|||||||||
|
Average PLO Score for
the course |
18 |
0 |
0 |
0 |
0 |
||||||
|
|
|||||||||||
|
General Education Standards |
|||||||||||
|
Critical
Thinking |
100% |
||||||||||
|
Oral
Communication |
100% |
||||||||||
|
Written
Communication |
100 % |
||||||||||
|
Information
Retrieval |
100% |
||||||||||
|
Quantitative
Reasoning |
|||||||||||
|
Creativity |
100% |
||||||||||
a. Explanation of Assessment Evidence
100% 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 Discovery
Effective 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 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 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 evidence
100% 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 discovery
Effective 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.
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 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 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 |
D |
|
91-100% |
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 Progress |
|
Grades of A |
Grade of B |
Grade of C |
Grade D |
UH Maui College
Dental Assisting Program Curriculum Evaluation Guide
|
|
Goal or
Objective #1 Professional
Responsibilities |
Goal or Objective
#2 Knowledge &
Skills |
Goal or
Objective #3 Lifelong Learning |
|
Evaluation
mechanism |
Student Exit Survey Graduate Survey Employer Satisfaction Survey Students’ scores on program examinations Students’ scores on certifying exam |
Student Satisfaction Survey Graduate Satisfaction Survey Employer Satisfaction Survey Students’ scores on program
examinations Students’ scores on certifying exam |
Service Learning scores Graduate Survey |
|
How often
conducted |
Annual |
Annual |
Annual |
|
Date to be conducted/
finished by |
May-August Student Exit Survey Graduate Survey-6 months after graduation Employer Satisfaction Survey-6 months after
graduation |
May-August |
May |
|
Results
expected |
75% Response Average ranking 4 on 1- 5 point scale= Satisfaction with Program 85% 1st time pass rate |
75% Response Average ranking 4 on 1- 5 point scale= Satisfaction with Program 85% 1st time pass rate |
75% Response Average ranking 4 on 1- 5 point 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 Coordinators Faculty |
Program Coordinators Faculty |
Program Coordinators Faculty |
|
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 Validation
The 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 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 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 Impact
The 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 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 $250,000
Maui
Oral Health Center Rent
Maui
Oral Health Center Staff
UHMC
Staff
HMSA
Foundation $100,000
Community
Oral Health Screening
Hawaii
Dental Service Foundation $66,903
Equipment
for MOHC- awarded in 2013-$66,903
Equipment
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) |
$118,64 |
|
Marketing,
student recruitment, website maintenance |
$470 |
|
Annual
ADEA American Dental Education Association – accreditation organization
$125 per faculty |
$750 |
|
Library
resources – books, magazines, software |
$635 |
|
Faculty
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 |
$1700 |
|
Renovation
of Noi’i – funds and contract awarded and renovation will occur
AY 2014-2015 |
|
|
Instructional
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 |
$20,000
|
|
5
valo curing light – educational price $920.69 each |
$4603.45 |
|
1
ultra vacuum former educational price $183.89 |
$183.89 |
|
3
DXTTRIII – Dental x-ray training manikins |
$36,000 |
IV. Engaged Community
The 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 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 Practices
The 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 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 students
use
their iPads to research topics to complete
patient
assessments.
2012-2013 Dental Assisting Program Community
Experts who Share their Expertise
Dean Arashiro, DDS, MS,
periodontist
Linda Brady, American
Lung Association
Dr. Todd Carter, DDS,
oral surgeon
Dr. Michael Clarke, DDS,
oral surgeon
Dr. Peter Comny, DDS,
orthodontist
Mark Cook, UHMC Instr.
Design & Support Specialist
Lisa Copeland, RDH,
Philips Oral Healthcare
Kathleen Couch, RN,
Caregivers Program Coordinator, Hale Mahaolu
Dr. Mickey Damerall,
DDS, orthodontist
Mr. Doug DeRyke,
Patterson Dental equipment specialist
Kathy Fay, VP
Operations Hawaii Dental Service
Dr. Peter Fay, DDS,
prosthodontist
Chris Gilbert, MICT
paramedic & EMS instructor
Ron Hovious, CAN, ARC
of Maui
Nancy Johnson, APRN, UH
Maui College Allied Health
Dr. Scott Kanamori, DDS, general practice
Jill Kollist, RN, BSN,
ARC of Maui
Kay Kusumoto, RDH,
Ultradent
Dr. Jon Lau, DDS,
general practice
Dr. Neil Nunokawa, DDS,
general practice
Phyllis Martina, RDH,
Colgate-Palmolive
Maui Oral Health Center
staff
James Merrett, DDS,
general practice
Julie Morrill, Hu-Freidy
Dental Instruments
Domine Opena, Central
Pacific Bank
Dr. Lorrin Pang, MD,
Hawaii State Department of Health Director
Mara Sandi, CDA, dental
assistant/ office manager
Kimo Tuyay, Henry
Schein Dental Supply Company
Dr. Melanie Vallejos,
DDS, general practice
Dr. Shaun Wright, DDS,
pedodontist
Dr. Randall Yee, DDS,
endodontist
Melissa Yoshioka, UHMC
The Learning Center
2013 Dental Assisting Externship Sites
Maui Oral Health Center
Dr. Michael Clarke
Dr. Mickey Damerall
Hui I Ke Ola Pono
Health Center, Dr. Eddie Melendez
Dr. Scott Kanamori
Dr. Frank Kihara
Dr. Jon Lau
Malama I Ke Ola Health
Center, Dr. Alex Pijpaert
Dr. James Merrett
Dr. Melanie Vallejos
Dr. Ken Zielinski
Dental Assisting iPad/Livetext Project
Evaluation
October
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 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.
-
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!
-
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
-
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.
-
« 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 Program
Employer
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
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 2012-2013
UH
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 ___
No
Describe
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
- 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 1 |
|
I
arrive to work on time or earlier. |
16 |
|
|
|
|
|
I
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
prepared 5 |
Well prepared 4 |
Adequately prepared 3 |
Inadequately prepared 2 |
Totally Unprepared 1 |
|
______ 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
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
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.
Kato
If
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 College
Dental
Assisting Program
Fall
2012-Spring 2013
Community
Service Learning Service (25 events & activities)
1. Baby Dental Packet Project
Maui Memorial Medical Center
August 2012- June 2013
2,000 dental baby packets distributed to Maui’s babies and their families
Shared information on proper oral health practices for babies and their families
2. Baby Dental Packet Project at pediatric offices and clinics
July 1, 2012- June 1, 2013
2,000 baby dental packets distributed to babies and their family at one and 6 month well baby visits
Reinforced proper baby dental
health practices.
3. WHOA! UHMC Health Fair
UH Maui College
August 11, 2012, Saturday
7-12 noon
Serviced: 82 students and community members
Brushes distributed: 82 toothbrushes & toothpaste
Showcased the dental assisting program and promoted good oral health practices.
4. Stand For Children Rally
Queen Kaahumanu Center
September 22, 2012, Saturday
10:00-2:00 pm
Serviced: 150 Maui community members
Brushed distributed: 144 toothbrushes and toothpaste
Taught proper brushing and flossing technique and share proper oral health practices
5. Maui Fair Parade
UHMC Campus-Stadium
September 27, 2012, Thursday
3:30-7:00pm
Serviced: Maui Community members
Brushes Distributed: 0
Rode 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 booth
Thursday-Sunday, September 27-30, 2012
Serviced: Maui Community members
Brushes Distributed: 300 toothbrushes & 720 toothpaste
To 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 Fair
September 29, 2012, Saturday
9-12 noon
Serviced: 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 Program
Kahului Community Center
October 9, 2012, Tuesday
Serviced: 50 children and seniors
Brushes distributed: 30 stage 2 & 60 stage 3 and 100 toothpaste
Promoted good oral health and taught proper brushing and flossing
9. Tutu & Me Program
Kamehameha School
October 10, 2012, Wednesday
Serviced: 50 children and seniors
Brushes distributed: counted together with other Tutu & Me Program
Promoted good oral health and taught proper brushing and flossing
10. 6th Annual Kihei Maui Children and Youth Day – Roz Baker
Kihei Youth Center
October 13, 2012, Saturday
3-8 pm
Serviced: 700+ children and their families
Brushes distributed: 988 brushes and toothpaste
Promoted good oral health in collaboration with Hawaii Dental Service and Maui County Dental Hygienists’ Association
Funded by MCDHA and HDS
11. Maui High School Dental Orientation
October 26, 2012, Friday
40 Maui High school students, Promoted Dental Assisting program and dentistry and exercise on dental charting
12. UHMC Pumpkin Patch
October 27, 2013, Saturday
Promoted good oral health and taught proper brushing and flossing to 50+ children and their parents
13. UHMC Headstart Preschool
October 31, 2013, Wednesday
Gave toothbrushes/paste to 25children/9 adults to promote good dental health
14. Ke Ola Mau
January 13, 2013, Sunday
12:00-3:00 pm
50 intermediate and high school students
Promoted Dental Assisting program and dentistry and exercise on dental charting
15. Dental Project with Kihei Sunrise Rotary Club at Kihei School
February 6, 2013, Wednesday
8:00-11:00 am
Taught 130 1st graders about good oral health and disclosing tablets
16. Kihei Baptist Presechool
February 8, 2012, Friday
9:00-10:30 am
16 preschoolers – promoted good oral health, toothbrush and floss instruction, distributed toothbrushes/paste
17. Waihee Elementary School
150 1st graders
February 21, 2013, Friday
12:00-2:00 pm
Gave toothbrush/paste, OHI, Good food/bad food relay
18. Maui High School Fair
March 1, 2013, Friday
9:30-1:00 pm
Program information and promoted good oral health
40 high school students
19. Baldwin High School Bear Affair
March 8, 2013, Friday
9:30-12:00 noon
60 high school students
Program information and promoted good oral health
20. Smile America Project with MCDS members
March 9, 2013, Saturday
8:00-12:00
30 Marshallese children
Exams, radiographs, and restorative procedures
21. Waihee School
March 15, 2013, Friday
12:00-2:00 pm
160 toothbrushes/paste/activity books
Promoted good oral health, OHI, good food/ bad foods relay
22. UHMC Automotive Car Show
March 23, 2013, Saturday
5:00-10:00 pm
Promoted the program and proper oral health
20 people impacted
23. Paia Elementary
April 5, 2013, Friday
8:00-12:00
180 Preschool-2nd grade
Promoted good oral health, OHI, good food/ bad foods relay
24. Dental Project with Kihei Sunrise Rotary at Kamalii School
April 26, 2013, Friday
8:00-11:00 am
125 1st graders, promoting good oral health, disclosing tablets, and OHI
25. Island and Bluffs Family Health & Safety Fair
May 18, 2013, Saturday
1:00-4:00 pm
Taught good oral health and promoted dental assisting program
CARL D. PERKINS
INDUSTRY VALIDATION
ADVISORY COMMITTEE APPROVAL FORM
Dental 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, DDS
Dr. Mickey Damerall. DDS, MS
Dr. Matt Dodson, DDS
Ms. Rowena Estayo, consumer
Ms. Andrea Hetherington, DH student
Dr. Scott Kanamori, DDS
Dr. Frank Kihara, DDS, MS
Dr. Jonathan Lau, DDS
Dr. Daniel Mayeda, DDS
Dr. James Merrett, DDS
Mrs. Joyce O’Hanlon, RDH
Dr. Neil Nunokawa, DDS
Dr. Fumio Tsuji, DDS retired
Ms. 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