sign in sign up
<<
Home , Dentistry

CLINICAL COURSES INFORMATION

FOR THE CLASS OF 2013

UFCD CLINICAL COURSE INFORMATION

I. Clinical Courses Information ------3

II. UFCD Clinical Expectations and Competencies----- 4

III. Competencies for the New Dental Graduate------6

IV. Overview of Clinical Expectations by Discipline --- 12

V. Overview of Discipline Grading ------17

VI. Professionalism in Patient Care and Practice Management Weblinks DEN 7016L

III TEAM Program –Comprehensive Patient Care Clinical Courses Weblinks Diagnosis and Treatment Planning, DEN 7761L Operative Dentistry and Cariology, DEN 7744L , DEN 7834L (begins semester 7) (begins semester 7)

IV Clinical Rotation Courses Weblinks Community Based Programs, DEN 7012L Dentistry, DEN 7443L Oral and Maxillofacial and Diagnostic Sciences, DEN 7805L Oral (begins semester 8) , DEN 7819L (begins semester 7) , DEN 7762L, DEN 8765L

V. Program for Independent Performance and Evaluation (Clinical Examination) Weblinks Clinical Examination, DEN 7961L Clinical Examination II, DEN 8960L

VI. Office of Syllabi Webpage link

2/20

CLINICAL COURSES INFORMATION

This clinical courses overview is a guide to the successful completion of the clinical courses and in developing competency as a general . To assist you in that goal, this document provides the departmental overview information and criteria that you will use to guide you in your comprehensive care of patients within a course timeline.

The clinical courses described are a projection through completion of your senior academic year and is subject to change from year to year, not only in content but also in the educational and evaluation methods utilized. However, students will be notified in writing by course directors and with appropriate notice of any changes to the clinical courses described in this document. AxiUm, a clinical management software will be used to populate the patient (EHR) patient financial information, student procedures, student grades and competency completion.

The College of Dentistry’s Electronic Curriculum Organizer (ECO) contains the syllabus, manual and competency forms for each clinical course.

The Procedure Manual contains information on clinical operations, patient treatment planning, fees, forms and related clinical administrative procedures.

The College of Dentistry’s Student Handbook contains information about the dental curriculum, academic/clinical performance, academic honesty, student evaluation and other college programs and services.

Direct all questions concerning clinical grading or competency evaluation to the specific course director indicated in this syllabus. The appeal of a clinical evaluation or clinical course grade must be within 5 working days from the posting or receipt of the grade (excluding holidays and school breaks.)

3/20 UFCD Clinical Expectations and Competencies 2011-2013

Academic Year 1 2 3 4 Semester Fall-Sem 1 Spr-Sem 2 Sum-Sem 3 Fall-Sem 4 Spr-Sem 5 Sum-Sem 6 Fall-Sem 7 Spr-Sem 8 Sum-Sem 9 Fall-Sem 10 Spr-Sem 11

Course/Department Comprehensive Patient Care Clinical Administration/ Professionalism

rotations BLS SCS SCS SCS BLS TEAM TEAM TEAM TEAM TEAM EM BODDH IC3 EM ACD TEAM events/seminars ICI IC2 SUCCESS SUCCESS PA BLS BLS certifications BBP HIPAA BBP HIPAA BBP HIPAA BBP TEAM ACD PTA Law-FDPA

Oral Diagnosis/ & 2 TP 1 TP Treatment Planning 2 TP 2 TP 2 TP Initial Case Pres Interim Case Pres C-Completed C-TPC1 C-TCP2 Case Pres (9 Ph1 total/ Periodontology 2 COE 3 Ph1 3 Ph1 2 Ph1 2 Ph1 4 complex) C-SRP 2 C-SRP 1 C-SRP 2 C-Phase I C-Cl Ex 2 C-Case Based 1 SE 1 SE 1 SE 1 SE 1 SE 1 SE (6 total)

3,000 RVU min 12,000 RVU Operative Dentistry by this sem culumulative C-2X/ C-2X/ C-2 on dentoform C-2X 1 of each of 7 C-2X C-2X 1 of each of 7 Prosthodontics C-6X competencies 20 completed units 13,250 RVU's mininum Radiology Technique and Interpretation C-1 Technique C-2 Interpretation

1 Ant/Pre/Molar 1 Ant/Pre/Molar 2 Ant/Pre/Molar 1 Ant/Pre/Molar 2 Recall Eval/ Endodontics- required RCT RCT RCT RCT Cumulative supplemental Caries Control/Emergency /Non-Vital Bleaching/Diagnosis/Molar RCT C-Access C-Diagnosis C-Ant RCT/ Prep Competency C-Tx Plan (P/F) C-Molar Access C-Ant/Pre RCT

4/20 UFCD Clinical Expectations and Competencies 2011-2013

Semester Fall-Sem 1 Spr-Sem 2 Sum-Sem 3 Fall-Sem 4 Spr-Sem 5 Sum-Sem 6 Fall-Sem 7 Spr-Sem 8 Sum-Sem 9 Fall-Sem 10 Spr-Sem 11 Clinical Rotations Pediatric Dentistry R1 R3 R4 R2-Tacachale, Shands OR Cl II Amal Sim Mod Cl II Comp Sim 1 Recall/NP Case-based Sim /SS Crn Sim LA admin Emerg Sim Strip X1 X2 X3 Oral Surgery R1 R2 25 OS Procedures (inc 4 alveoplasties/2 surg ext) 25 OS Procedures (inc 4 alveoplasties/2 surg ext) 6 Cognitive Objectives 6 Cognitive Objectives 10 Surgical Assists 5 Surgical Assists 1 Max Ext 1 Surg Ex 1 Mand Ext 1 Alveoplasty 1 Dental Emerg Oral Oncology R (exam) Hospital Dentistry R (CR) Community-Based Dentistry R-1 R-2 R-3 C-RP SL/CS-10 hrs CS-10 hrs CS-20 hrs Orthodontics R1 R2 R3 C-CB1 C-CB2 C-CB3

ACD=Am College of Ethics Program and paper R=Rotation BLS = Basic Life Support RP=Reflective Paper C=Competency Evaluation SCS = Shadowing CS=Community Service SE=Surgical Experiences

EM = Emergency Management SL=Service Learning FDPA=Florida Dental Practice Act SUCCESS = ADA practice m HIPPA, BBP = Blood Borne Pathogens/OSHA X=Care based on pt need IC = Control PA = Practice Assessment PTA = Post-treatment Assessments

5/20

COMPETENCIES FOR THE NEW DENTAL GRADUATE

The Competencies for the New Dental Graduate was developed by the College of Dentistry’s Curriculum Committee with input from the faculty, students, and staff and approved in October 1999. This document was revised in June 2004, April 2007 and March 2010

Preamble

The educational mission and philosophy for the UFCD predoctoral program are presented in Appendix A. The overriding goal of the program is to produce a competent general dentist. The general dentist is the primary oral provider, supported by dental specialists, allied dental professionals, and other health care providers. The general dentist will address healthcare issues beyond traditional oral health care and must be able to independently and collaboratively practice evidence-based comprehensive dentistry with the ultimate goal of improving the health of society. The general dentist must have a broad biomedical and clinical education and be able to demonstrate professional and ethical behavior as well as effective and interpersonal skills. In addition, he/she must have the ability to evaluate and utilize emerging , continuing professional development opportunities and problem-solving and critical thinking skills to effectively address current and future issues in health care.

As used in this document and described in Appendix B, a competency is a complex behavior or ability essential for the general dentist to begin independent, unsupervised dental practice. Competency includes knowledge, experience, critical thinking and problem-solving skills, professionalism, ethical values, and technical and procedural skills. These components become an integrated whole during the delivery of patient care by the competent general dentist. Competency assumes that all behaviors are performed with a degree of quality consistent with patient well-being and that the general dentist can self-evaluate treatment effectiveness.

In competency-based dental education, what students learn is based upon clearly articulated competencies and further assumes that all behaviors/abilities are supported by foundation knowledge and psychomotor skills in biomedical, behavioral, ethical, clinical dental science and information management that are essential for independent and unsupervised performance as an entry-level general dentist. In creating curricula, dental faculty must consider the competencies to be developed through the educational process, the learning experiences that will lead to the development of these competencies, and ways to assess or measure the attainment of competencies. Competency statements for dental education have evolved to a point where they are divided into domains, are broader and less prescriptive in nature, are fewer in number, and most importantly are linked to requisite foundation knowledge and skills. A glossary of terms used in competency- based education is found in Appendix C.

The purposes of this document are to:

• Define the competencies necessary for entry into the dental as a beginning general dentist;

• Enhance patient care quality and safety, illustrate current and emerging trends in the dental practice environment;

• Serve as a guide and central resource to promote change and in predoctoral curricula;

6/20 • Through periodic review and update, serve as a guide for benchmarking, best practice, and interprofessional collaboration and additionally, as a mechanism to inform educators in other health care about curricular priorities of dental education and entry-level competencies of general dentists.

Competency Statements

Independent Skills

Students will be competent in the following concepts and skills, and expected to be able to perform them independently when they begin unsupervised dental practice. These independent skills are taught in the core curriculum. The competencies relate to the child, adolescent, adult, geriatric and special needs patients.

Domain I: Professionalism – Apply standards of care in an ethical and medicolegal context to assure appropriate informed consent, risk management, quality assurance and record keeping and delivered within the scope of the dentist’s competence in a patient-centered environment that interfaces with diverse patient populations.

1: Ethical Standards: Apply ethical standards to professional practice. 2: Legal Standards: Apply legal standards (state and federal regulations) to professional practice.

Domain II: Health Promotion and Maintenance - Educate patients and the community, based upon critical thinking and outcomes assessments, about the etiology of oral , promote preventive interventions and effectively work with patients to achieve and maintain a state of optimal oral health through evidence-based care.

3: Communication and Interpersonal Skills: Communicate effectively using behavioral principles and strategies with patients from diverse populations, applying cultural sensivity. 4: Critical Thinking: Apply scientific principles and clinical expertise to critically evaluate literature when making decisions in the diagnosis and treatment of patients. 5: Assessment of Treatment Outcomes: Analyze the outcomes of patient care and previous treatment to improve oral health through application of best practices. 6: Practice Management: Apply business principles, human resource skills, and the human and technologic resources necessary for developing, managing, evaluating and protecting a general dental practice. 7: Patient Management: Apply behavioral and communicative management skills during the provision of patient care. 8: Community Involvement: Participate in the protection, promotion and restoration of oral health of the community and to those beyond traditional practice settings.

7/20 Domain III: Health Assessment – Recognize systemic , substance and patient abuse and evaluate the patient’s medical and oral condition and plan treatment needs.

9: Examination of the Patient: Perform a comprehensive patient evaluation that collects patient history including medications, chief complaint(s), biological, behavioral, cultural and socioeconomic information needed to assess the patient’s medical, oral and extraoral conditions accordingly. 10: Diagnosis: Perform a differential, provisional, or definitive diagnosis by interpreting and correlating findings from the patient history and interview, the clinical and radiographic examinations, and other diagnostic tests to accurately assess. 11: Treatment Planning: Develop properly sequenced alternative treatment plans as appropriate to achieve patient satisfaction and that considers the patient’s medical history and all the diagnostic data; to discuss the diagnosis and treatment options to obtain informed consent; and to modify the accepted plan based upon regular evaluation, unexpected situations, or special patient needs. 12: Emergency Treatment: Prevent, recognize and manage dental and medical emergencies in the office.

Domain IV: Health Rehabilitation – Using universal infection control guidelines perform procedures that manage oral diseases and restore the patient to optimal oral health or refer appropriately. .

13: Prescribe and/or apply clinical and/or home for the management of dental caries and monitor their effect on the patient’s oral health. 14: Perform restorative and esthetic procedures that preserve structure, prevent hard tissue disease, promote soft tissue health and replace missing teeth with prostheses. 15: Prevent, diagnose and manage periodontal diseases. 16: Manage conditions requiring surgical procedures of the hard and soft tissues, and to employ appropriate pharmacological agents to support the treatment and to manage the patient’s anxiety and . 17: Diagnosis and manage temporomandibular disorders. 18: Diagnosis and manage limited developmental or acquired occlusal abnormalities. 19: Prevent, diagnose, and manage pulpal and periradicular diseases. 20: Manage oral mucosal and osseous diseases or disorders, including oral .

Non-independent Skills

Students will be exposed to the following concepts and skills, but are not expected to be able to perform these skills independently. Most of these non-independent skills are taught in the elective curriculum.

1. Perform periodontal surgical procedures 2. Observe placement of endosseous implants 3. Order and interpret advanced laboratory and radiological evaluations 4. Administer conscious sedation 5. Provide limited orthodontic treatment 6. Treatment for complex orofacial trauma and advanced intraoral 7. Complex restorative and pulpal therapies for primary teeth

8/20 Appendix A - Educational Mission, Philosophy and Curriculum for the Predoctoral Program at the College of Dentistry

Mission The educational mission of the College of Dentistry is to graduate a scientifically knowledgeable, biologically oriented, technically competent, socially sensitive practitioner of dental medicine who adheres to the highest standards of professional conduct and ethics and who can function effectively as a member of the nations health care delivery system. Our graduates must be competent in the prevention, diagnosis and care of patients with oral-facial conditions that affect overall health and patient well-being. A competent practitioner is one who is able to begin independent, unsupervised dental practice.

Philosophy The College of Dentistry's highest commitment is to academic excellence. The development of the competent graduate 1 in the art, science and practice of dentistry is the foundation of our educational philosophy.2 It is paramount that the educational environment be humanistic3 and reflects the values of integrity, honesty, respect, fairness, and cooperation. It is equally important that faculty and staff develop, integrate, and facilitate effective4 and active learning.5 These efforts must result in graduates who possess and demonstrate knowledge and skills in the cognitive, psychomotor, and affective6 domains.

Predoctoral Education Program http://www.dental.ufl.edu/offices/Education/DMD/

______1 competent graduate: an individual who possesses clinical judgment, understanding, empathy, technical skills and independence to begin professional practice. 2 educational philosophy: the system of values and beliefs by which students, faculty, staff and administration will accomplish student learning. 3 humanism: a philosophy that stresses an individual's dignity, worth, self-realization and reasoning. 4 effective: producing a desired measurable outcome 5 active learning: learning which focuses on the student's involvement in the process of reasoning and understanding, as well as their responsibility to engage in continued learning, self-assessment and the pursuit of higher knowledge. 6 affective: this domain relates to behaviors indicating attitudes of awareness, interest, attention, concern, involvement and responsibility.

9/20 Appendix B – Description of Competency-based Education

Competencies are learning experiences stated in terms of what a student must be able to do to be considered competent by the profession after completion of the dental curriculum, and imply performance at a clinically acceptable level in each of the identified domains of dental practice. These competencies must be supported by a working knowledge of the basic biomedical and clinical sciences, by cognitive and psychomotor skills, and by professional and ethical values.

Competencies must be relevant and important to the patient care responsibilities of the general dentist, directly linked to the oral health care needs of the public, realistic, and understandable by other health care professionals. Specific learning objectives are listed for each course as part of a course syllabus. Thus, this competency document provides a framework for the predoctoral curriculum, where as, a course syllabus outlines the specific learning objectives and experiences of a particular course which ultimately contributes to the achievement of competency.

Professional Development is a continuous process of improvement transitioning from novice to beginner to competent to proficient and ultimately to expert.

Competence is an intermediate stage of professional development and learning that starts with the beginner or novice dental student.

The basic and behavioral science foundation knowledge, skills, and values provide the general dentist a requisite knowledge base upon which sound clinical judgments are made. Specifically, the new dental graduate must be able to demonstrate an integrated knowledge of the biology, etiology and of diseases and conditions affecting the oral cavity.

Basic and behavioral science knowledge and professionalism are the foundation upon which sound clinical judgments are made. Patient care is a dynamic and interactive process that begins with an assessment of the patient and leads to the restoration of a state of oral health and function, and ultimately to the promotion and maintenance of oral health. We recognize, however, that the patient care process can deviate from this "model.” For example, based on an appropriate assessment, the dentist may decide that no restorative care is needed and the patient will receive preventive and health maintenance care. Our competency-based curriculum provides learning opportunities that support foundation knowledge, reinforce professional and ethical practice behaviors, and guide the development of sound clinical judgment and treatment skills. Competencies are interdisciplinary, yet each department or division within a department is responsible for coursework with specific behavioral objectives or clinical activities. Clinical departments or divisions assess most competencies, although some competencies are assessed within interdepartmental activities.

10/20 Appendix C - Glossary of Terms in Competency-Based Education and Evaluation 7

Active learning: Learning which focuses on student’s individual responsibility to engage in continued learning, self-assessment in achieving and maintaining competency, and the pursuit of higher skill levels. Competencies: Statements describing the abilities needed to engage in the independent practice of dentistry. Competencies combine foundation knowledge, skills, understanding, and professional values and are performed independently in realistic settings. Competency-based education: A planned sequence of student experiences designed to move students through the stages in the competency continuum. Different methods of instruction and evaluation are used as appropriate to each level of professional growth, and the entire sequence is coordinate to produce a competent beginning practitioner. Competency-based evaluation: Use of evaluation techniques and decisions that match the stages along the competency continuum. Novices are assessed with tests, beginners with simulation, and competent students with evaluation of direct patient care. Management of students is guided by assessing the correct educational qualification path for each student to decide which experiences are required to satisfy each competency. Educational diagnosis of learning difficulties and remedial interventions are also part of the evaluation system. Behavioral objectives: Specific statements of expected student behavior as a result of short-term educational experiences, such as a lecture. A course typically has many behavioral objectives, most of which are cognitive in nature, although they might alternatively be in the psychomotor or affective domains. Competencies may cross disciplines and always combine skill, understanding, and supporting values. Best practices: Evidence-based practice that integrates the best research evidence with clinical expertise and patient values. Curriculum guidelines: Suggestions from special interest groups, usually disciplines or subdisciplines, about desired course topical coverage. There are no requirements for dental schools to conform to such guidelines, and the result of implementing all of them represents an unreasonably large task. Evidence-based dentistry: The approach to oral health care that requires the judicious integration of systematic assessments of clinically relevant scientific evidence, relating to the patient’s oral and medical condition and history, with the dentist’s clinical expertise and the patient’s treatment needs and preferences. Foundation knowledge and skills: The necessary core body of cognitive basic and behavioral science and psychomotor skills for novices and beginners. These are what students must know and be able to do to benefit from the curriculum experiences designed to achieve competency. Manage: Recognize and treat accordingly or refer and follow-up situations beyond the competency of the dentist. Management: Direction of care so that care is provided in a judicious manner that encourages patient compliance. Perform: To carry to completion a prescribed course of action. Special needs: any individual that exhibits a physical, psychological, social, medical or developmental challenge that requires modification of the standard methods of dental delivery. Treatment: The management and care of a patient for the purpose of combating a disease or disorder.

______

7 This glossary of terms is adapted from definitions provided by the American Dental Association and the Journal of Evidenced-based Dental Practice (March 2007) as well as from the 1997 Chambers and Glassman article. Some additional terms were defined by the UFCD Curriculum Committee. For a more complete glossary of terms, please see: Chambers DW, Glassman P. A primer on competency-based evaluation. J Dent Educ 61(8): 651-66, 1997.

11/20

Oral Diagnosis/Medicine & Treatment Planning Overview Course Number DEN 7761L DEN 7766L DEN 8768L Credit Hours 1 1 1

Jr Jr Jr Sr Sr Sr

Semester Fall Spr Sum Fall Sp Sum

7 Grade % 8 9 Grade % 10 11 Grade % 6

Minimum Clinical 2 2 50 2 2 50 1 0 25 Experiences

Completed TPC1 50 TPC 2 50 50 Competency Case

Interim 25 Treatment Plan Case Initial Case Presentations Case

12/20

OPERATIVE DENTISTRY OVERVIEW

SEMESTER COURSE CREDIT NUMBER HOURS RVUs COMPETENCIE S SIX JUNIOR DEN 7744L 1 accumulate (see below**) SUMMER SEVEN JUNIOR FALL DEN 7745L 2 accumulate Minimum of 2 EIGHT Minimum of 2 JUNIOR SPRING DEN 7746L 2 3,000 (Pass each of 7 (cumulative) competencies)

NINE SENIOR DEN 8747L 2 accumulate Minimum of 2 SUMMER TEN SENIOR FALL DEN 8748L 2 accumulate Minimum of 2 ELEVEN SENIOR SPRING DEN 8749L 2 12,0000 Minimum of 2 (Pass each of 7 competencies)

Junior Year Semester 6 ** • Begin caries management competency Semesters 7 and 8 • Complete and pass a caries management competency, if not completed in semester 6 • Pass a minimum of two competencies each semester • Complete 1 Cerec restoration (or 2 assists) and 1 Direct Composite /Diastema Closure (or 2 assists) • By the end of semester 8 you must pass each of the seven competencies (“a” through “g”) from competency menu • Complete a total of 3,000 RVUs accumulated through semesters 6-8

Senior Year Semesters 9 and 10 • Pass a minimum of two competencies each semester Semester 11 • By the end of semester 11 you must pass each of the seven competencies (“a” through “h”) from competency menu • Within semesters 9-11 you must complete 1 Cerec restoration(or 2 assists) and 1 Direct Composite Veneer/Diastema Closure(or 2 assists) • By the end of semester 11 you must complete a total of 12,000 RVUs accumulated through semesters 6- 11 ______Note: In semesters 6 – 11, competency exams may be carried over from semester to semester. Each type of procedure must be completed successfully, at least once, prior to challenging for a competency of that same type of procedure. A total of 12,000 Operative RVUs must be completed to graduate.

13/20 DEPARTMENT OF PERIODONTILOGY CLASS OF 2013 COURSE OVERVIEW

Minimum Percent Weights Cumulative Minimum Perio Case Cumulative Competency Clinic Minimum to Course Completions Surgical Requirements Experience Attempt Maintenance Semester Number (Phase I Experiences Competency Cases Daily Prof. Cumulative RVU’s Evals) (4002/4003) Scores Scores Competency RVU’s Simple – 4380 Complex - 4380A

A = 1050 Total Jr. **2 1 Comprehensive Maintenance Maintain A- = 950 “ Summer 7834L 0 60 B+ = 850 “ Oral Exams 1 Case All 30 10 B = 750 “ (6) (00150) (1110/4910) B- = 720 “ C+ = 690 “ C = 660 “ A = 2745 Total ( Add’l 1695) A- = 2575 “ ( “ 1695) Junior SRP Part I Maintain B+ = 2405 “ ( “ 1555) Fall 7835L 30 30 B = 2235 “ ( “ 1485) *3 2 (Simple Case) 3 SRP’s All 30 10 B- = 2065 “ ( “ 1345) (7) C+ = 1895 “ ( “ 1205) C = 1725 “ ( “ 1065) A = 4740 “ ( “ 1995) A- = 4445 “ ( “ 1870) Junior SRP Part II Maintain B+ = 4150 “ ( “ 1745) Spring 7836L 30 30 B = 3855 “ ( “ 1620) 6 3 (Complex 5 SRP’s All 30 10 B- = 3560 “ ( “ 1495) (8) Case) C+ = 3265 “ ( “ 1370) C = 2970 “ ( “ 1245) A = 6360 “ ( “ 1620) A- = 5960 “ ( “ 1515) Senior 6 Phase I’s Phase I Evals with at Maintain B+ = 5558 “ ( “ 1408) Summer 8837L 30 30 B = 5156 “ ( “ 1301) 8 4 least 1 All 30 10 B- = 4754 “ ( “ 1194) (9) Complex C+ = 4352 “ ( “ 1087) C = 3950 “ ( “ 980) A = 8190 “ ( “ 1830) A- = 7725 “ ( “ 1765) Senior SPT 9 Total: 3 SPT’s Maintain B+ = 7260 “ ( “ 1702) Fall 8838L 30 30 B = 6795 “ ( “ 1639) 4 Complex/5 5 All 30 10 B- = 6360 “ ( “ 1606) (10) Simple Clinical Exam C+ = 5865 “ ( “ 1513) II C = 5400 “ ( “ 1450) A = 9315 “ ( “ 1125) A- = 8618 “ ( “ 893) Senior All remediation 6 Case Based Maintain B+ = 7921 “ ( “ 661) Spring 8839L 30 30 B = 7425 “ ( “ 630) must be Written Exam All 30 10 B- = 6980 “ ( “ 620) (11) completed C+ = 6535 “ ( “ 670) C = 6090 “ ( “ 690) Total Periodontitis cases to be treated by the termination of Senior Fall Semester = 9, with at least 4 Complex cases meeting the following criteria:  Adult dentition with a minimum of 10 teeth, probing depth ≥4 mm on at least 5 teeth, radiographic evidence of at least 20% loss, minimum of one molar with furcation involvement  and clinically detectable subgingival (Complex Case). All periodontitis cases that do not meet the aforementioned classification criteria (Complex) are considered Simple Cases. Competency Part I examinations should be completed on an adult who meets the above classification criteria for a Simple Case. Competency Part II examinations must be completed on a patient meeting the criteria for Complex Cases (as listed above). Note: Students must complete a minimum of 10 SRP (D4341/4342) appointments; 9 total Phase-I Evaluations - 4 of which must be complex cases; and successfully pass all Clinical Competency examinations. Competencies must be completed in the sequence outlined in this overview and in the semester assigned. Students must also successfully complete the Clinical Exam II Competency within the Senior year. *Phase I Evaluations are best completed on cases the individual student has personally rendered the planned initial SRP Phase I Periodontal therapy. However, with proper preparation students may complete Phase I evaluation or competencies for non-comprehensive care patients, with approval of periodontal faculty covering clinic. ** A maximum of four (4) 00150’s will be counted toward “Semester 6” RVU’s.

14/20

Prosthodontics Clinical Courses Syllabus Overview

DN Status Fall 3- Spring Summer Fall 4- Spring GRADUATION Semester 7 8 9 10 11 Course # 7845L 7846L 8857L 8858L 8859L ALL COMPETENCIES, 20 UNITS Credit hours 2 2 2 3 3 and 13,250 RVUs HAVE TO BE Course Expectations: Psychomotor Entry Exam SUCCESSFULLY COMPLETED (Cumulative) (Single Crown Prep & Prov. - Dentoform) PRIOR TO GRADUATION Quality: 20% FIRST CROWN PREPARATION (Patient) MUST BE STARTED WITHIN 14 WORKING DAYS **************** Average of daily Single Posterior Crown Competency *SCALE 1-4 DEFINITIONS: procedures Single Anterior Crown Competency 3 unit FPD Competency 1 - Unacceptable: Inadequate Scale 1-4* RPD Design Competency quality RPD Case Competency C/C Competency 2 - Marginally acceptable: may require additional intervention 20 units completed (1 cast post & core counts towards a completed unit) 3 - Acceptable: 1,000 RVUs from offsite rotations satisfactory quality Competencies Competencies steps could be done in different patients Based on the patient’s Students must complete one (1) case prior to challenge the competency 4 - Excellence: pool Student will select the patient to challenge the competency steps and declare at the beginning of the session superior quality Student must complete a self-evaluation prior to faculty assessment Two prothodontics faculties will discuss cases before assigning a failing grade (1) or (2) (3) is the minimum passing grade for competencies RVUs RVUs at Graduation Quantity: 70% 1: < 499 1: < 1,749 1: < 3,949 1: < 7,999 1: < 13,249 2: 500 - 749 2: 1,750- 1,999 2: 3,950-4,449 2: 8,000-8,499 2: 13,250-13,999 1: < 13,249 3: 750 - 999 3: 2,000 – 2,449 3: 4,500-4,949 3: 8,500-8,999 3: 14,000-14,749 2: 13,250-13,999 4: 1,000 -1,250 4: 2,500 -3,000 4: 4,950-5,500 4: 9,000 -9,500 4: 14,750-15,500 3: 14,000-14,749 4: 14,750-15,500 or more

Professionalism: Scale 1-4 Scale 1-4 Scale 1-4 Scale 1-4 Scale 1-4 Scale 1-4 10% (*Definitions) (*Definitions) (*Definitions) (*Definitions) (*Definitions) (*Definitions) Average of daily grade Refer to Professionalism Refer to Professionalism Refer to Professionalism Refer to Professionalism Refer to Professionalism Refer to Professionalism criteria criteria criteria criteria criteria criteria Grading Scale 3.50 – 4.00: A 3.25 – 3.49: A - * Quality 20 % * Quality 20 % * Quality 20 % * Quality 20 % * Quality 20 % * Quality 20 % 3.00 – 3.24: B + *Quantity: (RVUs) 70% *Quantity: (RVUs) 70% *Quantity: (RVUs) 70% *Quantity: (RVUs) 70% *Quantity: (RVUs) 70% *Quantity: (RVUs) 70% 2.75 – 2.99: B *Professionalism: 10% *Professionalism: 10% *Professionalism: 10% *Professionalism: 10% *Professionalism: 10% *Professionalism: 10% 2.50 – 2.74: B - 100% 100% 100% 100% 100% 100% 2.25 – 2.49: C + 2.00 – 2.25: C *Minimum passing grade (2) on < 2.00: E all procedures including competencies

15/20

Department of Endodontics Clinical Courses Overview

Semester 7 8 9 10 11 Course # DEN 7735L DEN 7736L DEN 8737L DEN 8738L DEN 8739L Credit hours 1 1 1 1 1 Number Clinical of 1 1 1 2 2 Competencies/Sem Competency Name Synthetic Tooth #8 Diagnosis Competency Treatment Planning Synthetic Tooth #8 Anterior/Premolar Root and Completion Access Prep (Completed on Competency Examination RCT Canal Competency Exam Semester (Sim Lab Session) RCT Case) (P/F) (Testing Center) Synthetic Tooth #14 (May be completed earlier (Access only) after 5 cases are (Sim Lab Session) completed)

Course Expectations: Anterior/Premolar RCT Anterior/Premolar RCT Anterior/Premolar RCT Anterior/Premolar RCT 2 Recall Evaluations Required Activity (1 case) (1 case) (2 cases) (1 case)

Course Expectations: Caries Control Caries Control Caries Control Caries Control Caries Control Supplemental Activity Emergency Therapy Emergency Therapy Emergency Therapy Emergency Therapy Emergency Therapy Non-Vital Bleaching Diagnosis with No Diagnosis with No Diagnosis with No Diagnosis with No Therapy Therapy Therapy Therapy Non-Vital Bleaching Non-Vital Bleaching Non-Vital Bleaching Non-Vital Bleaching

16/20 Clinical DMD grading using AxiUm system

1) Common grading scale 1-4

The 4 point grading scale will be used for clinical activities grading (Quality, Professionalism and Quantity grade (RVUs)) with the following definitions:

4 Superior: Excellent quality 3 Acceptable: Satisfactory quality 2 Marginally Acceptable: Acceptable quality but may require additional intervention. 1 Unacceptable: below a marginally acceptable quality and requires repair or replacement

*Critical errors will be determined by each individual department’s competency * The default grade is 3 points for all departments *Minimum passing score of 2 points for daily grade and competency. * No decimals, tolerance or rounding will be use when assigning the grades

Letter 4 point Percentage Grade Scale Scale A 3.50-4.00 95-100 A- 3.25-3.49 92-94 B+ 3.00-3.24 88-91 B 2.75-2.99 84-87 B- 2.50-2.74 80-83 C+ 2.25-2.49 76-79 C 2.00-2.24 72-75 E < 2.00 < 72

2) Professionalism criteria (Rubric on page 20) 1. Preparation for procedure(s) 2. Evidence-based judgment 3. Interpersonal skills 4. Compliance with infection control standards 5. Time management

3) Grading Forms in AxiUm

The clinical grading form consist of a series of questions/errors (set by each department) related to an ADA code written in the treatment plan. The questions are written so they delineate the possible errors that the students could do on a specific procedure/step.

The faculty will need to assign a professionalism and quality grade based on the student performance every day. If any error/s have found, the proper question/category/error must be marked and final quality and professionalism grade are granted. If the procedure is done

17/20 properly, there is no need to mark/click in any error/category/questions and a quality and professionalism grades are granted.

The quality and professionalism grades are then reported as averages for the final grade calculations.

Once the procedure/step is marked as completed, the correspondent RVU value is accumulated (Quantity Grade). If the case is “in progress”, the quality and professionalism grades are granted, but RVUs are not accumulated.

Grade weighting for each discipline is in the table on page 19.

4) Competency Certification

Axium contains competency assessment forms from each discipline. The criteria for each assessment can be founded in the clinical course syllabus in ECO. Competencies are graded on a 1-4 scale. A grade of 1 is not passing therefore the competency will have to be challenged again.

18/20

Overview of DMD Clinical Grade Weights RVUs – Professionalism Quality Grade Quantity Department Pre-requisite Grade Competencies Other Requirement Scale 1-4 Grade Scale 1-4 Scale 1-4 Prosthodontics Must be completed by 70% graduation. (0%) - Psychomotor entry exam (14 working days 20% Cumulative by 1- Ant crown prior to see patient) Average of daily semester 2-Post Crown -20 Units completed - Clinical Examination I procedures and 10% 3-3-unit - One (1) CAST post & - One procedure prior to challenge the competencies Up to 1,000 4-RPD design core will count as one unit competency procedure grades RVUs from 5-RPD case offsite rotation 6-Complete denture Operative Must be completed by graduation. 70% 20% (0%) 10% 2 competencies per -9,000 RVUs semester (2011) -10,000 RVUs (2012) Periodontics - SRP I 60% (Jr. - SRP II Summer) 0% (Jr. Summer) -9 Cases completed: - Phase I 30% (Rest of 30% 10% 30% (Rest of -4 complex - SPT semesters) semesters) - 5 simple - Clinical Exam II Cumulative by - Case based written exam semester Treatment 0% Planning 4- Phase I Tx Plan - Semester 7 - 1 routine/ moderate 4- Phase I Tx Plan - Semester 9 70% TP - 1 1- Initial Case Presentation - Semester 8 15% 15% Cumulative by moderate/extensive 1- Interim Case Presentation - Semester 10 semester 2-Phase II Tx Plan - Semester 11 special needs TP -1 Completed Case presentation Endodontics Access Synthetic tooth Students are required to Diagnosis competency - One diagnosis case complete 1 RCT each Treatment Planning -completion of 5 cases (or 5 points) before semester (Fall, Spring) RCT synth. #8 challenging the competency and 2 RCTs in the Access synth. #14 -One recall Summer. 85% 15% 0% Anterior/PM RCT 1 non-competency recall Recall

19/20

Professionalism and Patient Management Criteria

Question Criteria for Excellence Criteria for Competency Critical Errors

1. Evidence-based judgment Extensive in-depth knowledge and understanding. Demonstrates knowledge and understanding. Student did not review patient Information is complete, accurate, concise and well Foundation knowledge and medical information medical & dental history and/or Did the student draw upon current organized. Ability to associate exam findings with is complete and accurate. Ability to associate failed to consult with faculty or biomedical and clinical knowledge to issues raised in health history. Seeks more information exam findings with issues raised in health history. appropriate health care providers. exercise evidence-based judgment? and asks insightful questions. Analyzes literature and Analyzes literature and incorporates it into Key information is missing and incorporates it into patient treatment plan. Student is patient treatment plan. Student is adequately planning is incomplete. exceptionally prepared for patient treatment. prepared for patient treatment.

2. Interpersonal skills Overtly demonstrates honesty, integrity, compassion Establishes rapport with patient and Student interactions are disrespectful and respect for patients, peers & staff. Actively seeks communicates well. Recognizes patients or insensitive. Ineffective Did the student demonstrate acceptable feedback. concerns and needs. Demonstrates respect, communication and failure to interpersonal skills while interacting with honesty & compassion for patients, peers and establish functional rapport with faculty, staff and the patient; including the Clearly recognizes patient concerns and needs in the staff. Accepts feedback readily. patient. Disinterested in patient's appropriate use of effective techniques to context of their lives and the patient's oral care. needs. Resists faculty or patient manage anxiety, distress, discomfort and Communicates skillfully. feedback. pain associated with this procedure?

3. Compliance with infection control Student follows protocol in the Clinical Procedural Student follows protocol in the Clinical Break in asepsis as described in the standards Manual. Clearly recognizes patients non-verbal desire Procedural Manual. Clinical Procedure Manual. concerning asepsis and as necessary communicates Did the student use effectively with staff, faculty, and patients about and comply with regulations regarding asepsis procedures and questions. infection control, hazard communication and medical waste disposal?

4. Time management Student uses time efficiently, finishing on time with the Students uses time properly allowing time to Students finishes late, there is no patient and allowing enough time to complete complete paperwork on time time to complete the procedure on Did the student use the clinical time paperwork in a timely time. The paperwork and grading appropriate? have to be done after clinical hours

5. Preparation for procedure Student is completely prepared to perform the Student was prepared to perform the procedure. Student was not prepared to perform procedure. Knows the steps and procedures properly Student had the instruments and materials the procedure. Did not have the Was the student prepared to perform the by setting up the appropriate instruments and needed to complete the procedure satisfactorily. necessary instruments and materials procedure? materials. It did not need help and complete the and did not know the steps and procedure with superior standards procedures to satisfactorily complete the procedure.

20/20