COMPENDIUM OF CURRICULUM GUIDELINES (Revised Edition) ALLIED DENTAL EDUCATION PROGRAMS February 2005 INTRODUCTION This document is a revision of curriculum guidelines that were developed for allied dental education programs between 1984 and 1994. It does not include all content areas that could be found in an allied dental education program. Most of the guidelines are for dental hygiene with some for dental assisting. Unfortunately, no guidelines were developed during this time for the dental laboratory technician discipline. However, any of the dental hygiene guidelines could be modified for dental assisting and dental laboratory technology programs as appropriate for their needs and program. The pharmacology and medical emergency curriculum guidelines for dental hygiene found in this document were modified from the pre-doctoral guidelines published in 1990. It was decided not to update the guidelines for Clinical Infection Control developed in 1991 by then AADS since there are many resources available in this area, specifically the Centers for Disease Control (www.cdc.gov) and the Organization for Safety and Asepsis Procedures (www.osap.org). Concepts of infection control, health and safety should be integrated throughout the allied dental curriculum. The guidelines are intended as a curriculum development aid. They are not official policy statements of ADEA; nor should they be construed as recommendations for restrictive requirements or as a mechanism to standardize allied dental education programs. While accreditation standards have moved to a competency based curriculum model and assessment of outcomes as a means to determine whether a program is achieving its goals, program directors have indicated there is a need for more specific content guidelines. With an increasing number of new allied dental programs, new program directors and new allied dental faculty, many entering an academic career for the first time, there has been an increasing number of requests to re-print and make available the previously developed curriculum guidelines. In 2002 and 2003, program directors attending the National Allied Dental Program Directors’ Conference indicated they would like to see ADEA revise the original document and make it available again. Therefore, the Council of Allied Dental Program Directors Administrative Board made the decision to revise the curriculum guidelines that were developed previously. We were fortunate to have the Division of Allied Dental Education at the University of North Carolina, Chapel Hill, scan the allied component of the document entitled “Compendium of Curriculum Guidelines, 1994”, since there was no electronic copy available. A call went out soliciting volunteers to review 3 the guidelines. Thirty-six allied dental educators responded to the “call for volunteers”. The goal of the revision project was to produce a curriculum guidelines document that was current and useful, particularly for new developing programs, new faculty and/or other faculty who would be assuming responsibility for a content area they may not have taught before. These guidelines are intended for entry-level educational programs, regardless of level (Certificate, AS or BS) or institutional setting (community college, university, dental school or academic health center). Generally, the guidelines follow a similar format as follows: I. Introduction II. Interrelationship III. Overview IV. Primary Educational Goals V. Prerequisites/co-requisites VI. Core Content Outline VII. Behavioral Objectives (sample) VIII. Sequencing IX. Faculty * X. Facilities * XI. Occupational Hazards XII. Bibliography/References ** * There are more specific criteria that allied education programs must meet regarding faculty qualifications and facilities found in the Commission on Dental Accreditation Standards documents for dental hygiene, dental assisting and dental laboratory technology programs. In addition, the American Dental Association has developed A Guide for Developing an Accredited Dental Hygiene Education Program, available from the American Dental Association, Council on Dental Education and Licensure, 211 East Chicago Ave., Chicago, IL 60611, (312.440.2703). ** Some content areas list URL addresses. Please be aware that these often change and should be continually checked and updated as necessary. Any texts or journal articles also need to be updated over time. While the guidelines primarily reflect specific topic content, users of the document should include in their own course development and learning strategies those graduate competencies that should be imbedded (where appropriate) throughout the curriculum. These include but are not limited to: (cid:131) Problem solving 4 (cid:131) Critical thinking (cid:131) Health and safety concerns/concepts (cid:131) Regulatory concerns (cid:131) Health promotion (cid:131) Professionalism (cid:131) Ethics (cid:131) Cultural diversity (cid:131) Self-assessment skills (cid:131) Evaluation of current scientific literature (cid:131) Interpersonal and communication skills (cid:131) Evidence-based decision making Course faculty, regardless of how courses are configured, should utilize a variety of learning strategies to accomplish program goals and enhance students’ ability to achieve program competencies. These could include, but are not limited to case study, problem-based scenarios, computer simulations, web-based and distance technologies, and field or community experiences. 5 ACKNOWLEDGMENTS The Council of Allied Dental Program Directors is grateful for the assistance of Professor Mary George and the Division of Allied Dental Education at the University of North Carolina, Chapel Hill for having the previous curriculum guidelines document scanned and to Shannon Gallagher, a work study student at UNC, for her assistance in this project. Coordination and editing of this document was done by Linda L. Hanlon, RDH, PhD, Special Liaison for the Council of Allied Dental Program Directors. 2004 REVIEWERS DENTAL HYGIENE Clinical Dental Hygiene Sharon Barbieri, RDH, MS, University of Texas Health Science Center at San Antonio, TX Kristin Calley, RDH, MS, Idaho State University, ID Jeanne Porush, RDH, MA, Pasadena City College, CA Karen Shattuck, RDH, MS, Hudson Valley Community College, NY Nancy Young, RDH, MEd, Indiana University School of Dentistry, IN Community Dental Health Lynn Austin, RDH, MPH, Western Kentucky University, KY Christine Nathe, RDH, MS, University of New Mexico, NM Pam Rettig, RDH, MS, Indiana University School of Dentistry, IN Dental Materials Marcia Gladwin, RDH, EdD, West Virginia University, WV M. Elaine Parker, RDH, PhD, University of Maryland, MD Medical Emergencies (Formerly for Predoctoral) Ellen B. Grimes, RDH, MA, MPA, EdD, Vermont Technical College, VT Mary Ellen Naylor, RDH, MHA, Cape Fear Community College, NC Nutrition (Formally Biochemistry and Nutrition) Linda Boyd, RDH, RD, MS, EdD, Georgia Perimeter College, GA Oral and Facial Anatomy (Formally Dental Anatomy & Occlusion) Debra Dixon, RDH, MS, University of Maryland, MD Beverly Hardee, RDH, MEd, Cape Fear Community College, NC Oral Pathology for Dental Hygiene Susan Bailey Crim, RDH, MS, University of Louisville, KY JoAnn Gurenlian, RDH, PhD, Gurenlian & Associates, NJ 6 Periodontics for Dental Hygiene Catherine Cotter, RDH, MEd, Cape Fear Community College, NC Sharon Golightly, RDH, EdD, Pierce College, WA Lynn Tolle, RDH, MS, Old Dominion University, VA Pharmacology for Dental Hygiene (Formerly Pharmacology for Predoctoral) Christina DeBiase, RDH, EdD, West Virginia University, WV Karen A. Woodfork, PhD, West Virginia University, WV Research for Dental & Dental Hygiene Education Jane Forrest, RDH, EdD, University of Southern California, CA Jackie Fried, RDH, MS, University of Maryland, MD Karen Williams, RDH, PhD, University of Missouri Kansas City, MO Special Needs Patients (Formally Dental Hygiene Care for the Handicapped) Josette Beach, RDH, MS, Portland Community College, OR Laura Webb, CDA, RDH, MS, Truckee Meadows Community College, NV DENTAL ASSISTING Oral Pathology for Dental Assisting Susan Bailey Crim, RDH, MS, University of Louisville, KY JoAnn Gurenlian, RDH, PhD, Gurenlian & Associates, NJ Preclinical Dental Assisting Dorothea Cavallucci, CDA, EFDA, RDH, MS, Harcum College, PA Darlene Hunziker, CDA, CDPMA, Cascade Job Corps Center, WA Constance Pero-Fox, CDA, BS, Lewis & Clark Community College, IL DENTAL HYGIENE & DENTAL ASSISTING Dental Radiology Radiology Use Guidelines Clinical Competency Radiology Guidelines Joan Gibson-Howell, RDH, EdD, West Virginia University, WV Kathy Schlotthauer, RDH, MEd, Harrisburg Area Community College, PA Janet Towle, RN, RDH, MEd, Massachusetts College of Pharmacy & Health Sciences, MA Ethics & Professionalism Donna Homenko, RDH, PhD, Cuyahoga Community College, OH Charla Lautar, RDH, PhD, Southern Illinois University Carbondale, IL Pamela Zarkowski, RDH, MPH, JD, University of Detroit Mercy, MI 7 The following individuals contributed to the original Compendium of Curriculum Guidelines, 1984-1994 (since much time has passed; only names are listed with content area as defined at the time): Curriculum Guidelines on Research for Dental and Dental Hygiene Education Jacquelyn L. Fried,chair (dental hygiene), Ruth Fearing Tornwall, Ann L. McCann and Sandra K. Rich. Predoctoral reviewers: James Bader, Raul G. Caffesse, and Leonard A. Cohen. Curriculum Guidelines for Clinical Dental Hygiene 1994: Shirley Beaver, Pat Frese, Brenda Martin, Christina S. Pellegrino, and Emmajo Shearer. 1985: Susan Schwartz Miller, chair, Kathleen J. Newell, Joan Gluch-Scranton, Gail Liberman. Curriculum Guidelines for Dental Materials for Dental Hygiene 1994 Revision: Mary-Catherine Dean, chair, Susan Brockman, Jenny Sheaffer, Peggy Reilly Dennis, and Fran Cotton. 1986: Marylou S. Everett, chair, Marcia A. Krouse, Ruby F. Meador, and Beth A. Stolar. Curriculum Guidelines for Dental Anatomy and Occlusion for Dental Hygiene Kurt Truax (chair), Marilyn Beck, Olga Ibsen, Darice Pacak, and M. Elaine Parker. Curricular Guidelines on Biochemistry and Nutrition for Dental Hygienists James L. McDonald, Jr., chair (biochemistry), A. Birk Adams, David W. Allman, Mary Ellen Druyan, Robert L. Pollack, Micha Theiner, George R. Young, Patricia M. Randolph, chair (dental hygiene), Christine Dalapas, Dominick De Paola, Mary Lee, and Juanita Wallace. Curriculum Guidelines on Community Dental Health for Dental Hygienists Kathy Gursky Raymond, chair, Ulana Kostiw Cirincione, Beverly Entwistle, Janie Noble, and Janet Uldricks. Curricular Guidelines for Dental Hygiene Care for the Handicapped Susan M. Trusselle, chair, Kate Darnell, Beverly A. Entwistle, Lynn S. Schuchman, and Pamela Zarkowski. Curriculum Guidelines for Pathology for Dental Hygiene Education JoAnn Rigolizzo Gurenlian, chair, Alice Curran, Cynthia Garvin, Elka S. Levin, Denis P. Lynch, and Susan M. Mercier. Curriculum Guidelines for Periodontics for Dental Hygiene Programs 8 Marilyn Paulk, chair, Susan Daniel, J. Roy Elliott, Joan Gibson, Marilyn Hicks, Dan Jefferies, Charla Lautar, Ted Parks, and Joan Panno. Curriculum Guidelines for Dental Radiology, Dental Hygiene and Dental Assisting Education Allan G. Farman, chair, John W. Preece, Philip S. Horton, Catherine W. Jensen, Alice Curran, and Susan Barker. Curricular Guidelines for Clinical Competency by Dental Auxiliaries in Dental Radiography John W. Preece, chair, Olaf E. Langland, Myron J. Kasle, and James W. Miller. Radiation-Use Guidelines For Dental Education Facilities (Developed by AADS) Curriculum Guidelines for Management of Medical Emergencies in Dental Education (predoctoral) Donald Falace, chair, Steven Bricker, and Alan Drinnan. Curriculum Guidelines for Pharmacology (predoctoral) David H. Shaw, chair, Edward H. Montgomery, and John A. Yagiela. Curriculum Guidelines for Aspects of Oral -- Pathology for Dental Assisting Denis P. Lynch, co-chair, Eleanor D. Vanable, co-chair, Cynthia Chappelka, Helen L. Gabriel, Donna Pohl, and Carl Allen. Curriculum Guidelines for Preclinical Dental Assisting Kathleen Hinshaw, Mary Marozzi, Pat Ramone, and Ernestine Taylor. Ethics and Professionalism in Dentistry John Odom, chair; Muriel Bebeau, W. Robert Biddington, Curtis Creath, Michele Darby, H. Tristram Engelhardt, Joel Glover, Alston J. McCaslin, and Laurence McCullough 9 Clinical Dental Hygiene I. Introduction Clinical dental hygiene is that portion of the dental hygiene curriculum focused on developing the cognitive, affective, and psychomotor skills necessary for delivery of preventive, educational, and therapeutic services to the public. The delivery of comprehensive care is accomplished through adherence to the process of care: assessment of patient needs, formulation of a dental hygiene diagnosis, planning for the prevention and treatment of oral disease, implementation of various dental hygiene interventions (services) and evaluation of both the patient and practitioner efforts and oral health outcomes. Definitions A. Preventive Services: Clinical methods employed by the clinician and/or patient to promote and maintain oral health. B. Educational Services: Strategies developed for an individual or for groups to elicit behaviors directed toward health. C. Therapeutic Services: Clinical treatment designed to arrest or manage disease and maintain oral tissues in health. D. Process of Care: Systematic approach to the delivery of dental hygiene care that supports comprehensive services to meet the individual needs of all patients. The process of care requires defined problem solving and critical thinking skills and supports evidenced- based decision-making. E. Dental Hygiene Diagnosis: A statement of potential or actual patient need that can be addressed by dental hygiene intervention services or strategies. F. Pre-Clinic: That portion of clinical education during which the student does not have direct and primary responsibility for providing comprehensive dental hygiene care to a patient. The student performs selected services on a patient, a partner or a laboratory manikin, but does not necessarily provide a full range of services. G. Clinical Dental Hygiene: The major portion of clinical education. As primary provider, the dental hygiene student integrates preventive, educational, and therapeutic care in treating the patient. H. Fundamental Clinical Dental Hygiene Skills: Skills routinely performed by the dental hygienist and/or taught to clinical competency in most dental hygiene programs and/or are legal in most states. 1. Collect data, record and assess a comprehensive health history, including social history. 2. Perform and record extraoral and intraoral examinations, clinical and radiographic assessment of the periodontium and dentition, and assessment of occlusion. 10 3. Assess the need for, expose, develop, evaluate and interpret dental radiographs. 4. Expose and implement intra-oral photography. 5. Formulate a dental hygiene diagnosis and supportive dental hygiene treatment plan. 6. Assess, plan, implement and evaluate a dental hygiene treatment plan for the prevention and/or treatment of oral diseases. 7. Assess the need for and perform initial and supportive periodontal therapies. 8. Assess the need for and perform therapeutic hand and ultrasonic/sonic periodontal debridement therapies. 9. Perform care and maintenance of procedures for dental implants. 10. Assess the need for and perform extrinsic stain removal procedures. 11. Assess the need for and apply adjunctive topical chemotherapeutic and controlled released agents. 12. Assess the need for and apply pain and anxiety management strategies. 13. Assess the need for and plan professional topical fluoride and/or self applied fluoride; apply professional topical fluoride. 14. Apply principles of nutritional and/or tobacco cessation counseling to the management of oral health. 15. Perform re-contouring and polishing of existing restorations. 16. Take impressions for, pour and trim study models. 17. Assess the need for and place pit and fissure sealants. 18. Assess, plan and perform patient oral self care education. 19. Apply standard precautions for the prevention of disease transmission. 20. Follow all state and federal regulatory requirements when rendering patient care. 21. Apply principles of comprehensive record keeping. 22. Apply principles of professional and ethical behavior. 23. Apply principles of evidence-based decision making. 24. Demonstrate critical thinking and problem solving skills when providing patient care. 25. Demonstrate professional communication skills in all aspects of patient care. 26. Demonstrate concern and understanding of a variety of patient needs based on overall health, oral health, cultural, social and economic circumstances. I. Additional Clinical Dental Hygiene Skills: Those components of care not typically included in the majority of dental hygiene curricula and/or while not currently included in most dental hygiene practice acts are within the possibilities of practice for the dental hygienist. Clinical competency in these components of care may be acquired within the dental hygiene 11