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ADEA Compendium of Curriculum Guidelines Allied Dental Education ADEA Compendium of Curriculum Guidelines (Revised Edition) Allied Dental Education Programs May 2015–2016 ADEA Compendium of Curriculum Guidelines for Allied Dental Education Programs May 2015–2016 CONTENTS INTRODUCTION .................................................................................................. 2 ACKNOWLEDGEMENTS ...................................................................................... 5 DENTAL HYGIENE CURRICULUM GUIDELINES ................................................... 8 Clinical and Preclinical Dental Hygiene ........................................................... 8 Community Dental Health ............................................................................. 21 Dental Materials ............................................................................................ 31 Medical Emergencies .................................................................................... 53 Nutrition ........................................................................................................ 60 Oral Anatomy and Histo-embryology ............................................................ 70 Oral Pathology............................................................................................... 97 Periodontology ............................................................................................ 109 Pharmacology .............................................................................................. 125 Research for Dental Hygiene Education ...................................................... 142 Dental Hygiene Care for Special Needs Patients ......................................... 150 Dental Radiology ......................................................................................... 158 Radiation—Use Guidelines for Dental Education Facilities .......................... 186 Ethics and Professionalism........................................................................... 192 DENTAL ASSISTING CURRICULUM GUIDELINES ............................................ 202 General and Oral Pathology for Dental Assisting ........................................ 202 Preclinical and Chairside Dental Assisting ................................................... 211 Expanded Function Duties and Dental Materials for Dental Assisting ......... 226 ADEA Compendium of Curriculum Guidelines for Allied Dental Education Programs May 2015–2016 INTRODUCTION This document is a revision of curriculum guidelines that were developed for allied dental education programs between 1984 and 1994 and revised in 2005. It does not include all content areas that could be found in an allied dental education program. Most of the guidelines revised in 2015 are for dental hygiene programs, with a few areas addressing combined dental hygiene and dental assisting programs. However, any of the dental hygiene guidelines could be modified for dental assisting as appropriate for the program and its needs. 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 a mechanism to standardize allied dental education programs. While accreditation standards are continually updated, program directors have indicated a need for more specific content guidelines. With an increasing number of new allied dental programs, program directors and allied dental faculty, including 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 2014, ADEA began an initiative to revise the 2005 Compendium document and make it available again. Therefore, the Council of Allied Dental Program Directors Administrative Board decided to also revise the previously developed curriculum guidelines. A call went out soliciting volunteers to review the dental hygiene curriculum guidelines. Thirty-six allied dental educators responded and were formed into nine faculty learning communities (FLCs) representing the major content areas. Of the 36 educators, 11 had participated in the 2005 revision process and returned to share their expertise. In 2015, eight volunteers from dental assisting education began reviewing the curriculum guidelines. The preclinical and chairside sections for dental assisting were revised along with the development of a new section on expanded duties and dental materials. Teams consisted of two to three dental assisting content specialists for the sections on oral pathology, preclinical/chairside and expanded duties/dental materials. The radiology section was reviewed again for specific content relating to dental assisting education. The goal of the second revision project was to produce a curriculum guidelines document that would be current and useful, particularly for new developing programs, new faculty and/or other faculty who would be assuming responsibility for a content area that they may not have taught before. Additionally, the 2 ADEA Compendium of Curriculum Guidelines for Allied Dental Education Programs May 2015–2016 document included educational strategies that address distance/online and blended learning formats. These guidelines are intended for entry-level educational programs, regardless of level (certificate, associate’s degree or bachelor’s degree) or institutional setting (community college, university, dental school or academic health center). Generally, the guidelines all follow a similar format: I. Introduction II. Interrelationship III. Overview IV. Primary Educational Goals V. Prerequisites/Concurrent Offerings VI. Core Content Outline VII. Behavioral Objectives (sample) VIII. Sequencing IX. Faculty X. Facilities XI. Occupational Hazards XII. Educational Strategies XIII. Bibliography/References/Resources* • More specific criteria that allied education programs must meet regarding faculty qualifications and facilities can be found in the Commission on Dental Accreditation Standards documents for dental hygiene, dental assisting and dental laboratory technology programs. Chicago: American Dental Association. 2013. At: www.ada.org/en/coda/current-accreditation-standards/ • In addition, the American Dental Association (ADA) has developed A Dental Hygiene Guide, available from the American Dental Association, Council on Dental Education and Licensure, 211 East Chicago Ave., Chicago, IL 60611, and by phone at 312-440-2703. NOTE: A Dental Hygiene Guide is available on the ADA website at: http://www.ada.org/en/education-careers/careers-in-dentistry/dental- team-careers/dental-hygienist/dental-hygiene-program-guide. The guide was last revised in 2014. It is now provided only in electronic format. Email [email protected] for access. http://www.ada.org/en/coda/current-accreditation-standards/ *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. 3 ADEA Compendium of Curriculum Guidelines for Allied Dental Education Programs May 2015–2016 While the guidelines primarily reflect specific topic content, users of the document should include the appropriate competencies in their own course development and learning strategies. Those competencies, which should be embedded throughout the curriculum, may include but are not limited to: . Problem-solving. Critical thinking. Health and safety concepts. Regulatory implications and controls. Health promotion. Ethics and professionalism. Interprofessional education (IPE)**. Cultural competence/inclusiveness. Self-assessment skills. Evaluation of current scientific literature. Interpersonal and communication skills. Evidence-based decision-making. Health literacy. Global health issues. Course faculty, regardless of how courses are configured, should use a variety of learning strategies to accomplish program goals and enhance students’ abilities to achieve program competencies. These strategies could include but are not limited to case study, problem-based scenarios, computer simulations, web- based and distance technologies and field or community experiences. Common language should be used when referencing the collaborative framework of dental hygiene professionals working with other members of the health care team. NOTE: The Council of Allied Program Director’s Administrative Board has recommended that the Compendium of Curriculum Guidelines – Allied Dental Education Programs undergo a five-year review process. **Operational definition of interprofessional education: “When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (World Health Organization, 2010). 4 ADEA Compendium of Curriculum Guidelines for Allied Dental Education Programs May 2015–2016 ACKNOWLEDGEMENTS The Council of Allied Dental Program Directors is grateful for the assistance of Donna F. Homenko, RDH, Ph.D., (ADEA consultant) for the coordination and editing of this document. DENTAL HYGIENE REVIEWERS (2015) Clinical/Preclinical/Special Needs Connie Kracher, Ph.D., M.S.D., Indiana University – Purdue University Indianapolis, IN Mary Ellen Naylor, RDH, M.H.A., Cape Fear Community College, NC Michelle McGregor, RDH, B.S., M.Ed., Virginia Commonwealth University, VA Community Dental Health and Research Joanna Asadoorian, RDH, Ph.D., University of Manitoba, Canada Kimberly S. Bray, RDH, M.S.,
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