COMPENDIUM of CURRICULUM GUIDELINES (Revised Edition)
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COMPENDIUM OF CURRICULUM GUIDELINES (Revised Edition) ALLIED DENTAL EDUCATION PROGRAMS February 2005 TABLE OF CONTENTS Introduction…………………………………………………………………………….3 Acknowledgments…………………………………………………………………….6 DENTAL HYGIENE CURRICULUM GUIDELINES Clinical Dental Hygiene……………………………………………………………...10 Community Dental Health…………………………………………………………...21 Dental Materials……………………………………………………………………….28 Medical Emergencies……………………………………………………………….. 49 Nutrition……………………………………………………………………………….. 55 Oral and Facial Anatomy…………………………………………………………….65 Oral Pathology…………………………………………………………………………88 Periodontology……………………………………………………………..................98 Pharmacology…………………………………………………………………………110 Research………………………………………………………………………………..123 Special Needs Patients………………………………………………………………129 DENTAL ASSISTING CURRICULUM GUIDELINES Pathology……………………………………………………………………………….137 Preclinical Dental Assisting…………………………………………………………145 DENTAL HYGIENE AND DENTAL ASSISTING CURRICULUM GUIDELINES Dental Radiography……………………………………………………………………152 Radiation Use Guidelines……………………………………………………………..173 Clinical Radiology………………………………………………………………………178 Ethics and Professionalism…………………………………………………………..184 2 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: Problem solving 4 Critical thinking Health and safety concerns/concepts Regulatory concerns Health promotion Professionalism Ethics Cultural diversity Self-assessment skills Evaluation of current scientific literature Interpersonal and communication skills 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