Portraits of Assessment:
Redesigning Geriatric Curriculum in
a Practice Management Setting
Presented by ADEA Sections on
Gerontology and Geriatrics Education
and Practice Management
Program Presentation
Moderator:
Marcia M. Ditmyer, PhD, CHES
Introduction
Mildred McClain, PhD
Presentation of Competencies:
Connie Mobley, PhD, RD
Global Picture: State of Geriatric Education Curriculum
Georgia Dounis, DDS, MS
Assessment Strategies and Redesigning Curriculum:
Marcia M. Ditmyer, PhD, CHES
Introduction
Shift in patient demographics over the past decade bring
about a need for changes in dental education curriculum
“The life span of any civilization can be measured by the
respect and care that is given to its elderly citizens, and those
societies which treat the elderly with contempt have the seeds
of their own destruction within them."
Arnold Joseph Toynbee
Introduction
United States will rise to 438 million in 2050, from 296 million
in 2005.
According to US Census Bureau projections, the elderly
population will more than double between 2000 and 2030,
growing from 35 million to over 70 million.
Much of this growth is attributed to the "baby boom“
generation which will enter their elderly years between 2010
and 2030.
.
Introduction
Students need training to be able to support the elderly population
which will more than double by the middle of the next century.
Because of improved health of the elderly, this population is also
more likely to retain their teeth than were their predecessors, so
they will require increased and different future dental services.
The Graying of America
Percent of Total U.S. Population over 65 in 2000
Source of data: U.S. Census Bureau, State Interim Projections by Age and Sex: 2004-2030, 2005.
Prepared by the UNC
Institute on Aging
The Graying of America
Percent of Total U.S. Population over 65 in 2030
Source of data: U.S. Census Bureau, State Interim Projections by Age and Sex: 2004-2030, 2005.
Prepared by the UNC
Institute on Aging
U.S. Population Pyramids
2000
2020
2040
Source of charts: U.S. Census Bureau, “65+ in the United
States: 2005,” December 2005.
Prepared by the UNC
Institute on Aging
The Oldest Old

The "oldest old" – those aged 85 and over – are the most rapidly
growing elderly age group.

The oldest old represented 12.1% of the elderly population in
2000 and 1.5% of the total population. In 2050, they are
projected to be 24% of elderly Americans and 5% of all
Americans.

Centenarians – those aged 100 or more – represent a small but
growing number of elderly Americans. The 1990 census
reported 37,000 centenarians, while Census 2000 reported
50,000 centenarians in the United States.
Prepared by the UNC
Institute on Aging
Increases in the Oldest Old
U.S. Population Aged 85+ (in millions)
Source of data: U.S. Census Bureau, Americans with Disabilities: 2002, Current Population Reports, P70-107,
May 2006.
Older Adults More Likely to Have
Disabilities
Percent of Americans with Disabilities (2002)
Source of data: U.S. Census Bureau, Americans with Disabilities: 2002, Current Population Reports, P70-107,
May 2006.
Dental Needs of the Elderly
The dental needs of the elderly are changing.
Patient management of older patients requires an understanding of
both the medical and dental aspects of aging.
Other factors also need to be considered:
– Ambulation
– Independent living
– Socialization
– Sensory function
Dental Needs of the Elderly
Many barriers interfere with providing older
patients dental care
– severe dental complexity
– multiple medical conditions
– diminished functional status
– loss of independence
– uninformed attitudes about dental care in old age
– limited finances
Need for Geriatric Education
References




Yellowitz J and Saunders MJ. The need for geriatric dental
education. Dent Clin North Am 1989;1:11-15.
Kress GD and Vidmar GC. Critical skills assessment for the
treatment of geriatric patients. Spec Care Dent 1985;5(3):127-9.
Ettinger RM. Geriatric dental curricula and the needs of the
elderly. Presented at the symposium on clinical Geriatric
Dentistry: Biomedical and Psychosocial Aspects, June 1983.
World Health Organization Working Panel on Professional
Training. The sociology of professional training and health
manpower: summary report. Geneva: World Health
Organization, 1972.
Presentation of Competencies:
Connie Mobley, PhD, RD
Current core competencies in
geriatrics and practice management
Patient care: assessment diagnosis and
treatment planning
 Competency 6.1 Manage the oral health
care of the (Independent, dependent,
and frail) older adults as well as the
unique needs of women, geriatric and
special needs patients.

Elements of Core Competency


6.1 Manage the oral health care unique needs of geriatric
patients.
6.2 Prevent, identify, and manage trauma, oral diseases,
and other disorders.

6.3 ASSESSMENT
6.4 DIAGNOSIS

6.186.5 Recognize the manifestations of systemic disease

and how the disease and its management may affect the
delivery of dental care.
6.6 TREATMENT PLAN
Psychological/sociological/behavioral
principles






Knowledge of:
1. Special needs associated with cognitive and physical
changes in aging
2. Psychology of Aging
3. Art and Science of tailoring Communication and
Counseling techniques to the needs of aging populations
4. Effect of the dynamics among social, environmental, and
economic factors and changing behavior
5. Social, community and federal programs to assist aging
individuals in achieving quality of life
Psychological/sociological/behavioral
skills




Skills in:
1. Communication sensitive to patient cognitive, physical &
sensory impairment; possible care provider relationships;
home environment; social financial status; etc.
2. Behavior modification, counseling and tailored patient
education
3. Interdisciplinary treatment planning and referral to address
multifaceted needs of elderly patients
Biomedical/ Applied Sciences
Knowledge of:
 1. Biology of aging
 2. Physiological & systemic consequences of
aging
 3. Synergy between systemic conditions and
oral health status
 4. Oral manifestations of aging

Biomedical/ Applied Sciences
Skills in:
 1. Assessment of physical status
 2. Screening techniques used to identify comorbidities associated with oral health status
 3. Discriminating oral manifestations of aging

Preclinical Concepts/Techniques







Knowledge of:
1. Diagnostic procedures for determining medical, mental, and physical
status of elderly
2. Clinical indices for medical and extra and intraoral diseases/conditions
3. Risk Assessment/ Risk Reduction protocols for medical and dental
diseases (medication, diet, oral hygiene behavior)
4. Pathology and intervention of dental caries in aging
5. Pathology and intervention of oral soft tissue diseases, including oral
disease secondary to medical diseases/conditions
6. Publicly financed health care delivery for the elderly
Preclinical Concepts/Techniques






Skill in:
1. Comprehensively assessing medical and extra and intraoral health
status of aging patients
2. Conducting Risk Assessment protocols and developing risk reduction
treatment plans for the elderly that include diet and oral hygiene
counseling and instruction
3. Identifying relevant pathology (medical and dental) associated with
dental diseases
4. Providing dental treatment as appropriate and sensitive to the
special needs of the elderly
5. Providing appropriate referral and follow-up to elderly patients to
support their quality of life
Global Picture: State of the
Geriatric Education Curriculum
Georgia Dounis, DDS, MS
Pre-doctoral Geriatric Dentistry
Curriculum Content – Assessment of
Current Status
Pan American—US, Brazil, Canada
 EU27
 Australia
 China

U.S. Dental Schools
In 2001
 All schools taught some aspect of geriatric
dentistry
 2% did not have curriculum that requires
didactic material
Mohammad AR, Preshaw PM, Ettinger RL. Current Status of Predoctoral Geriatric Education in US Dental Schools. J Dent Edu 2001;
67(5):509-14
US: Format used to teach geriatric
dentistry
Mohammad AR, Preshaw PM, Ettinger RL. Current Status of Predoctoral Geriatric Education in US Dental Schools. J Dent Edu 2001;
67(5):509-14
US: pre-doctoral education didactic
content










Medical conditions
Barriers to dental care
Oral and dental changes associated
with aging
Psychosocial problems
Oral manifestations of systemic
disease
Socioeconomic problems
Oral management of healthy elderly
Diagnosis and management of oral
conditions
Demographic distributions of the
elderly
Aging and theories of aging











Prosthetic management
Oral management of frail elderly
Nutritional problems
Oral management of
home/institutionalized/hospital
Visual and auditory loss in the elderly
Modifications of standard techniques
Neurological considerations
Adaptation/learning
Home care
Geriatric assessment
Other topics
Mohammad AR, Preshaw PM, Ettinger RL. Current Status of Predoctoral Geriatric Education in US Dental Schools. J Dent Edu 2001;
67(5):509-14
Mohammad AR, Preshaw PM, Ettinger RL. Current Status of Predoctoral Geriatric Education in US Dental Schools. J Dent Edu 2001;
67(5):509-14
US: Program Director Expertise


37% no particular person in charge
63% had a geriatric program director
– 45% schools - teaching was directors sole responsibility
– 18% schools - multidisciplinary team responsibility
Program director’s training and/or specialty
• 36% Formal geriatric training
• 48% Prosthodontist
• 2% Oral Medicine
Departments responsible for
teaching geriatric dentistry
Brazil Demographics



Population 195,423 thousands
14.5 million (8.6%) population are over the age of 60.
By 2025 projected that this number will double to 33.2
million
 By 2050 the older population expected to triple
Hebling E, Mugayar L, Vendriamini Dias P. Geriatric Dentistry: a new specialty in Brazil
Gerodontology 2007;24:177-180
United Nations Population Division. World population prospects 2008: United Nations Population Division Department of Economic and Social
Affairs
Brazil
104 dental schools surveyed
 Survey of senior dental students
 Survey of course coordinator

– 64 dental schools replied to the survey
de Lima Saintrain MV, de Souza EH, de Franca Caldas Junior A. Geriatric dentistry in Brazilian universities. Gerodontology 2006;23:231-236.
Brazil: Coordinators reply
Yes
Due to be
implemented
No
Is Geriatric
dentistry offered
as a subject?
25
22
17
Is an extension
course in geriatric
dentistry offered ?
16
21
27
de Lima Saintrain MV, de Souza EH, de Franca Caldas Junior A. Geriatric dentistry in Brazilian universities. Gerodontology 2006;23:231-236.
Brazil: School coordinators
de Lima Saintrain MV, de Souza EH, de Franca Caldas Junior A. Geriatric dentistry in Brazilian universities. Gerodontology 2006;23:231-236.
Dental students who responded
Geriatric dentistry subject incorporated in
curriculum
7.30%
Prosthodontics
41%
29%
Special care discipline
Preventative/Social Dentistry
14%
14%
Periodontics, Endodontics,
Restorative Dentistry
Individual geriatric dentistry
de Lima Saintrain MV, de Souza EH, de Franca Caldas Junior A. Geriatric dentistry in Brazilian universities. Gerodontology 2006;23:231-236.
Canada Demographics



Current population 33,890 thousands
– 14.1% of population is over 65 years of age
– 3.9% of population is over 80years of age
By 2025 population 38,659 thousands
– 20.5% of population will be over 65years of age
– 4.9% of population will be over 80 years of age
By 2050 population 44,414 thousands
– 25.5% will be over 65 years of age
United Nations Population Division. World population prospects 2008: United Nations Population Division Department of Economic and
Social Affairs
Canada:
22% of Schools had specific course or series of courses
33% of Schools required didactic geriatric dentistry course
Saunders RH, Yellowitz JA, Dolan TA, Smith BJ. Trends in Predoctoral Education in Geriatric Dentistry. J Dent Educ 1998: 62(4);314-18
EU27
Demographics



By 2060 30% of Europeans will be over the age 65
61.4 million Europeans will be over 80 years of age
Challenges EU: limited training of the pre-doctoral
dental student regarding elderly oral care
Preshaw PM, Mohammad AR. Geriatric dentistry education in European dental schools. Eur J Dent Educ 2005;9:73-77.
EU:194 Schools invited complete survey










Albania
Austria
Belarus
Belgium
Croatia
Czech
Republic
Denmark
Estonia
Finland
France
Greece
 Hungary
 Germany
 Iceland
 Ireland
 Italy
 Latvia
 Lithuania
 Malta
 Norway
 Poland












Portugal
Romania
Russia
Slovakia
Spain
Sweden
Switzerland
The Netherlands
Turkey
United Kingdom
Yugoslavia
Completed by
82 schools in
27 countries
Preshaw PM, Mohammad Geriatric dentistry education in European dental schools. Eur J Dent Educ 2005;9:73-77.
EU: Format of teaching


82% schools required geriatric dentistry
18% schools - geriatric dentistry was an elective
Preshaw PM, Mohammad AR. Geriatric dentistry education in European dental schools. Eur J Dent Educ 2005;9:73-77.
EU: Topics covered

Oral manifestations of systemic
disease
 Diagnosis and management of oral
conditions
 Medical problems in the elderly
 Age changes in oral/dental tissues
 Oral management of the healthy
elderly
 Psychosocial problems
 Demographic distribution of elderly
 Prosthetic management:
adaptation and learning
 Theories of ageing
 Nutritional problems in elderly
 Prosthetic management –
modification of techniques









Oral management of frail elderly
Socio-economic problems in
elderly
Prosthetic management:
neurological considerations
Barriers to dental care
Prosthetic management:
copy/replica denture technique
Oral management of
institutionalized elderly
Visual/auditory loss in the elderly
Home care and use of portable
equipment
Geriatric assessment scales
Preshaw PM, Mohammad AR. Geriatric dentistry education in European dental schools. Eur J Dent Educ 2005;9:73-77.
EU: Program directed




28% had a geriatric program director
– 14% had formal training
– 45% were Prosthodontists
– 4% were Oral medicine Specialist
– 37% had combination training
64% taught in Prosthodontic Department
23% taught content in Preventative Dentistry
13% taught content in Comprehensive Care
Preshaw PM, Mohammad AR. Geriatric dentistry education in European dental schools. Eur J Dent Educ 2005;9:73-77.
Geriatric Dental Curriculum in 3 Countries
Ranking of Didactic Subject Matter
46
Australia demographics



Population (millions) 21.5
Life expectancy(years) 82.2
By 2030
– Over 20% of the population will be 65+ years of age
– (6%) of the population will be over the age of 80
United Nations Population Division. World population prospects 2008: United Nations Population Division Department of Economic and
Social Affairs
Chalmers JM. Geriatric oral health issues in Australia. International Dental Journal (2001) 51: 188-199.
Australian geriatric dental education




No registered specialty in geriatric dentistry in Australia
Geriatric dental education in most states was limited to
theoretical teaching with a strong Prosthodontic focus
1990’s University of Sydney, Melbourne, Queensland and
Adelaide attempted to integrate a clinically oriented
geriatric/specialty care dentistry curriculum
No formal postdoctoral education in
geriatric dentistry available in Australia
Chalmers JM. Geriatric oral health issues in Australia. International Dental Journal (2001) 51: 188-199.
Demographics China



Population over 1.3 billion people
– 8.2% is over the age of 65
– 1.4% is over the age of 80
By 2025
– 13.4% population will be over 65 years of age
– Over 2% of population will be over 80 years of age
By 2050
– 23.3% population will be over 65 years of age
– 7.2% population will be over 80 years of age
United Nations Population Division. World population prospects 2008: United Nations Population Division Department of Economic and
Social Affairs
Dental education in China

No report of geriatric dentistry training in
China

Most dental education is didactic with limited
improvement in clinical teaching methods.
Fu Y, Ling J, Jang B, Yin H. Perspective on dental education in mainland China. Int Dent J 2006; 56: 265-71.
Assessment Strategies and
Redesigning Curriculum:
Marcia M. Ditmyer, PhD, CHES
Geriatric Dentistry in the Curriculum:
Assessment Strategies and Curriculum Mapping

Assessing curriculum…what areas of geriatric
dentistry are missing or redundant in practice
management curriculum.
 Strategies for retooling practice management
curriculum to meet the challenges that face
us in Geriatric Dentistry
Steps for Retooling Existing
Curriculum
Rubric design to assess curriculum
 Survey and Focus groups
 Curriculum mapping
 Redesign curriculum
 Evaluate and follow-up

53
Curriculum Assessment

Curriculum assessment is a process of
gathering and analyzing information
from multiple sources in order to
improve student learning in sustainable
ways.
Why Conduct Curriculum
Assessment
Curriculum assessment can serve several major
purposes:
–
–
–
–
–
To identify aspects that work and those that do not
To demonstrate the effectiveness of the current program
To asses effectiveness of changes
To meet regular program review requirements
To satisfy professional accreditations (CODA, Regional
Accreditation, etc.)
How should information be used?

Curriculum/Course Design
 Curriculum/Course Delivery
 Assessment
 Learning Environment
Information Sources






Students (applicants, undergrads, grads, alumni)
Faculty (Full and Part-time)
Staff
Employers (Dental Community)
Professional Associations (certification/accrediting
bodies)
Colleagues from similar programs elsewhere
Feedback Methods





Opinion Gathering (Surveys, Focus Groups,
Interviews, Departmental Meetings/Retreats, etc.)
Testing (Written, demonstration, pre-post, etc.)
Content (journals, concept mapping, assignments,
exams
Experts (tours, external reviewers, etc.)
Archives (course outlines, evaluations, grades,
reports, etc.)
Replacement Model

Curriculum mapping is not something you add to
what you already do. It is a replacement model that
means learning a new way of conducting the
professional business of teachers improving student
learning by designing rigorous, vertically aligned
curriculum.
Curriculum Mapping

An ongoing, calendar-based process involving teacher-designed
operational and planned-learning curriculum, collaborative
inquiry, and data-driven decision making

A technique for exploring the primary elements of curriculum:
– What is taught
– How instruction occurs
– When instruction is delivered
First Steps…Getting Started





Formulate an Assessment/Mapping Committee
Does the school you want to undertake this? Why?, To what
extent?, What are the goals?, What are the costs?
Create a mapping tool or investigate purchasing a mapping
tools - select one.
Who design, make the decisions, complete data entry, monitor
and update?
What is a reasonable timeline? What professional development
is needed?
Curriculum Review
Should be conducted annually for
ever discipline and every grade
Course Name
Cariology
Semester Current
Credits
Taught
Awarded
Fall
2
Oral and Systemic Manifestations of Disease
Spring
4
Pharmacological Concepts
Spring
3
Fall
4
Spring
2
Fall
2
Spring
1
Fall
1
Spring
2
Summer
2
Spring
2
Summer
1
Fall
1
Summer
3
Spring
3
Summer
2
Fall
3
Pathological Concepts
Clinically Oriented Anatomy
Oral Cancer
Principles of Endodontics Lecture
Applied Dental Materials I
Principles of Endodontics Lab
Introduction to Dental Implants
Oral Surgical Principles and Techniques
Pharmacotherapeutics I: Prescribing Medication
Panoramic Principles and Advanced
Radiographic Anatomy
Orthodontics
Restorative Dentistry: Removable
Prosthodontics
Pediatric Dentistry Principals & Techniques
Intro to Periodontal Diagnosis and Initial
Therapy
Credit
Change
3
Actual Reported Reporte
Contact Contact d Lab
Hours
Hours
Hours
28
28
56
56
4
42
65
6
62
62
3
70
58
28
28
14
24
15
13
42
32
82
14
18
14
14
28
21
56
47.5
56
65
56
25
60
49
UNLV School of Dental Medicine Assessment Alignment Matrix June 2008
DS1 Course
Alignment
Stan
dard CODA Standards
No.
ADEA
Domain
ADEA Proposed
Competencies
SDM Comp
SDM Competencies
Domain & No.
DS1
Fall
DS1
Spring
DS1
Sum
DS2 Course
Alignment
DS2
Fall
DS2
Spring
DS2
Sum
DS3 Course
Alignment
DS3
Fall
DS3
Spring
DS3
Sum
DS4 Course
Alignment
DS4
Fall
DS4
Spring
BIOMEDICAL SCIENCES
science
2-12 Biomedical
instruction in dental
6. Patient
Care
6.3. Recognize the manifestations of
systemic disease and how the disease
and its management may affect the
delivery of dental care.
6.14. Prevent, idenitfy, and manage
pulpal and periradicular diseases.
4. Evaluate,
4.02. Establish differential,
diagnose and
provisional and/or definitive
perform treatment
diagnoses
planning for
individual patients of
all ages
DEN 7101; DEN 7101; DEN 7111; DEN 7200; DEN 7201; DEN 7226; DEN 7320; DEN 7327; DEN 7506; DEN 7425; DEN 7740;
DEN 7102; DEN 7108; DEN 7122; DEN 7204; DEN 7203; DEN 7228; DEN 7321; DEN 7328; DEN 7325; DEN 7440; DEN 7455
DEN 7109; DEN 7109; DEN 7129; DEN 7208; DEN 7205; DEN 7229; DEN 7324; DEN 7329; DEN 7333; DEN 7455
DEN 7112; DEN 7110; DEN 7130; DEN 7220; DEN 7233; DEN 7230; DEN 7326; DEN 7340; DEN 7340
DEN 7120; DEN 7502; DEN 7137; DEN 7223; DEN 7236; DEN 7235; DEN 7340; DEN 7355
DEN 7123; DEN 7121; DEN 7138; DEN 7240; DEN 7240; DEN 7240; DEN 7514
DEN 7124; DEN 7133; DEN 7139; DEN 7241; DEN 7241; DEN 7241;
DEN 7125; DEN 7136; DEN 7140; DEN 7242; DEN 7242; DEN 7242
DEN 7140; DEN 7140 DEN 7152; DEN 7251; DEN 7512
DEN 7154;
DEN 7159 DEN 7512
DEN 7510
6. Patient
Care
6.3. Recognize the manifestations of
systemic disease and how the disease
and its management may affect the
delivery of dental care.
6.14. Prevent, idenitfy, and manage
pulpal and periradicular diseases.
4. Evaluate,
diagnose and
perform treatment
planning for
individual patients of
all ages
9. Treat or manage
oral mucosal. Bone,
and
temporomandibular
disorders.
10. Perform
uncompliated oral
hard and soft tissue
surgical procedures.
4.02. Establish differential,
provisional and/or definitive
diagnoses
9.01. Identify the clinical
features of oral mucosal
diseases and disorders.
10.04. Recognize complex
conditions requiring surgical
intervention(s) and explain
their management.
DEN 7101; DEN 7101; DEN 7111; DEN 7200; DEN 7201; DEN 7226; DEN 7320; DEN 7327; DEN 7506; DEN 7425; DEN 7740;
DEN 7102; DEN 7108; DEN 7122; DEN 7204; DEN 7203; DEN 7228; DEN 7321; DEN 7328; DEN 7325; DEN 7440; DEN 7455
DEN 7109; DEN 7109; DEN 7129; DEN 7208; DEN 7205; DEN 7229; DEN 7324; DEN 7329; DEN 7333; DEN 7455
DEN 7112; DEN 7110; DEN 7130; DEN 7220; DEN 7233; DEN 7230; DEN 7326; DEN 7340; DEN 7340
DEN 7120; DEN 7502; DEN 7137; DEN 7223; DEN 7236; DEN 7235; DEN 7340; DEN 7355
DEN 7123; DEN 7121; DEN 7138; DEN 7240; DEN 7240; DEN 7240; DEN 7514
DEN 7124; DEN 7133; DEN 7139; DEN 7241; DEN 7241; DEN 7241;
DEN 7125; DEN 7136; DEN 7140; DEN 7242; DEN 7242; DEN 7242
DEN 7140; DEN 7140 DEN 7152; DEN 7251; DEN 7512
DEN 7154;
DEN 7159 DEN 7512
DEN 7510
6. Patient
Care
6.3. Recognize the manifestations of
systemic disease and how the disease
and its management may affect the
delivery of dental care.
6.12. Recognize and manage
developmental or acquired occusal
abnormalities
6.14. Prevent, idenitfy, and manage
pulpal and periradicular diseases.
4. Evaluate,
diagnose and
perform treatment
planning for
individual patients of
all ages
9. Treat or manage
oral mucosal. Bone,
and
temporomandibular
disorders.
10. Perform
uncompliated oral
hard and soft tissue
surgical procedures.
4.02. Establish differential,
provisional and/or definitive
diagnoses
9.01. Identify the clinical
features of oral mucosal
diseases and disorders.
10.04. Recognize complex
conditions requiring surgical
intervention(s) and explain
their management.
DEN 7101; DEN 7101; DEN 7111; DEN 7200; DEN 7201; DEN 7226; DEN 7320; DEN 7327; DEN 7506; DEN 7425; DEN 7740;
DEN 7102; DEN 7108; DEN 7122; DEN 7204; DEN 7203; DEN 7228; DEN 7321; DEN 7328; DEN 7325; DEN 7440; DEN 7455
DEN 7109; DEN 7109; DEN 7129; DEN 7208; DEN 7205; DEN 7229; DEN 7324; DEN 7329; DEN 7333; DEN 7455
DEN 7112; DEN 7110; DEN 7130; DEN 7220; DEN 7233; DEN 7230; DEN 7326; DEN 7340; DEN 7340
DEN 7120; DEN 7502; DEN 7137; DEN 7223; DEN 7236; DEN 7235; DEN 7340; DEN 7355
DEN 7123; DEN 7121; DEN 7138; DEN 7240; DEN 7240; DEN 7240; DEN 7514
DEN 7124; DEN 7133; DEN 7139; DEN 7241; DEN 7241; DEN 7241;
DEN 7125; DEN 7136; DEN 7140; DEN 7242; DEN 7242; DEN 7242
DEN 7140; DEN 7140 DEN 7152; DEN 7251; DEN 7512
DEN 7154;
DEN 7159 DEN 7512
DEN 7510
education must ensure an
in-depth understanding of
basic biological principles,
consisting of a core of
information on the
fundamental structures,
functions and
interrelationships of the
body system
biomedical knowledge
2-13 The
base must emphasize the
oro-facial complex as an
important anatomical area
existing in a complex
biological interrelationship
with the entire body.
information on
2-14 In-depth
abnormal biological
conditions must be provided
to support a high level of
undestanding of the
etiology, epidemiology,
differential diagnosis,
pathogenesis, prevention,
treatment, and prognosis or
oral and oral-related
disorders.
UNLV School of Dental Medicine Assessment Alignment Matrix June 2008
DS1 Course
Alignment
Stan
dard CODA Standards
No.
ADEA
Domain
ADEA Proposed
Competencies
SDM Comp
SDM Competencies
Domain & No.
DS1
Fall
DS1
Spring
DS1
Sum
DS2 Course
Alignment
DS2
Fall
DS2
Spring
DS2
Sum
DS3 Course
Alignment
DS3
Fall
DS3
Spring
DS3
Sum
DS4 Course
Alignment
DS4
Fall
DS4
Spring
Behavioral and Practice Management
2-16 Graduates must be
competent in the
application of the
fundamental principles
of behavioral sciences
as they pertain to
patient-centered
approaches for
promoting, improving
and maintaining oral
health.
3.
Communicati
on and
Interpersonal
Skills
4. Health
Promotion
DEN 7157; DEN 7509; DEN 7140
3.2 Apply psychosocial and
3. Promote oral 3.01 Identify services
behavioral principles in patient- and systemic
available to promote oral DEN 7160; DEN 7161;
centered health care.
health in
health and assess the DEN 7140 DEN 7136;
DEN 7140
4.1 Provide appropriate
individual patients individual and
prevention, intervention, and
and the
community access to
educational strategies.
community
these services
4.2 Participate with other health
3.02 Demonstrate
care professionals in the
methods of educating
management and health
and motivating patients
promotion for all patients.
in the etiology and
prevention of oral
diseases
DEN 7200; DEN 7203; DEN 7235; DEN 7340 DEN 7340 DEN 7506; DEN 7440; DEN 7440;
DEN 7204; DEN 7223; DEN 7240
DEN 7340; DEN 7452; DEN 7450
DEN 7208; DEN 7236;
DEN 7354 DEN 7454;
DEN 7223; DEN 7240;
DEN 7455
DEN 7240; DEN 7512
DEN 7512;
DEN 7252
DEN 7200; DEN 7203; DEN 7235; DEN 7340 DEN 7340 DEN 7506; DEN 7440; DEN 7440;
DEN 7204; DEN 7223; DEN 7240
DEN 7340; DEN 7452; DEN 7450
DEN 7208; DEN 7236;
DEN 7354 DEN 7454;
DEN 7223; DEN 7240;
DEN 7455
DEN 7240; DEN 7512
DEN 7512;
DEN 7252
2-17 Graduates must be
3.
competent in managing Communicati
a diverse patient
on and
population and have the Interpersonal
interpersonal and
Skills
communications skills to 4. Health
function successfully in Promotion
a multicultural work
6. Patient
environment.
Care
3.1 Apply appropriate
interpersonal and
communication skills.
3.3 Communicate effectively
with patients from diverse
populations.
4.3. Recognize and appreciate
the need to contribute to the
improvement of oral health
beyond those served in
traditional practice settings.
6.7. Manage the pediatric,
adolescent, adult, geriatric and
the special needs patient and
prevent, identify, and manage
trauma, oral diseases, and
disorders in these patients.
3. Promote oral 3.03 Communicate with DEN 7157; DEN 7509; DEN 7140
DEN 7160; DEN 7161;
and systemic
diverse and special
DEN 7140 DEN 7136;
health in
populations.
DEN 7140
individual patients
and the
community
2-18 Graduates must be 5. Practice
competent in
Manageme
evaluating different nt and
models of oral health Informatics
care management
and delivery.
5.2. Evaluate and manage
different models of oral
health care management
and delivery
3. Promote oral 3.01. Identify sercies
and systemic available to promote
health in
oral health and
individual
assess the individual
patients and
and community
the community access to these
services.
DEN 7340 DEN 7340 DEN 7506; DEN 7440; DEN 7440; DEN 7340 DEN 7340 DEN 7506; DEN 7440; DEN 7440; DEN 7340
DEN 7340; DEN 7452; DEN 7450
DEN 7340; DEN 7452; DEN 7450
DEN 7354 DEN 7454;
DEN 7354 DEN 7454;
DEN 7455
DEN 7455
UNLV School of Dental Medicine Assessment Alignment Matrix June 2008
Cli
ni
DS1 Course
Alignment
Stan
dard CODA Standards ADEA Domain
No.
ADEA Proposed
Competencies
SDM Comp
SDM Competencies
Domain & No.
DS1
Fall
DS1
Spring
DS1
Sum
DS2 Course
Alignment
DS2
Fall
DS2
Spring
DS2
Sum
DS3 Course
Alignment
DS3
Fall
DS3
Spring
DS3
Sum
DS4 Course
Alignment
DS4
Fall
DS4
Spring
Clinical Sciences
2patient
25(a)
1. Critical
1.1 Evaluate and
4. Evaluate, 4.01.
assessment Thinking
assess emerging
diagnose
Obtain/perform
and diagnosis; 5. Practice trends in health care. and perform and record a
Management 1.2 Utilize critical
treatment comprehensive
and
thinking and problem planning for history,
Informatics solving skills in
individual
examination of
patient care.
6. Patient
patients of orofacial
5.2 Evaluate and
Care
all ages.
structures and
manage different
11.
appropriate
models of oral health Diagnose
diagnostic tests.
care management and manage 4.02. Establish
malocculusi differential,
and delivery.
5.3 Apply principles on and
provisional
of risk management, occlusal
and/or definitive
including informed disorders. diagnoses.
15. Evaluate 11.01. Assesss
consent and
appropriate record the
the function of
outcomes of the masticatory
keeping in patient
treatment system.
care.
provided by 11.02. Evaluate
6.1. Obtain and
interpret patient data themselves and maintain the
and others. oral health of
and use these
findings to accurately
patients
assess and manage
undergoing
patients.
orthodontic
6.10. Develop and
treatment.
implement stratagies
15.00. Evaluate
for the clinical
the outcomes of
assessment and
treatment
management of
provided by
caries.
themselves and
others.
DEN 7101; DEN 7101; DEN 7111; DEN 7200; DEN 7204; DEN 7235; DEN 7320; DEN 7327; DEN 7506; DEN 7425; DEN 7740;
DEN 7102; DEN 7108; DEN 7502; DEN 7201; DEN 7205; DEN 7240; DEN 7340; DEN 7340; DEN 7325; DEN 7440; DEN 7455
DEN 7109; DEN 7109; DEN 7122; DEN 7240; DEN 7240; DEN 7241; DEN 7514 DEN 7350; DEN 7340 DEN 7442;
DEN 7112; DEN 7110; DEN 7129; DEN 7241; DEN 7241; DEN 7242
DEN 7355
DEN 7455
DEN 7123; DEN 7501; DEN 7130; DEN 7242; DEN 7242;
DEN 7124; DEN 7121; DEN 7137; DEN 7512 DEN 7252;
DEN 7125; DEN 7133; DEN 7138;
DEN 7512
DEN 7140; DEN 7136; DEN 7139;
DEN 7154; DEN 7140 DEN 7140;
DEN 7152;
DEN 7510
DEN 7159
CODA
ADEA
Standard Domain
SDM Competency
Measures
How to Measure
When to Measure
Who Will
Measure
Data Analysis
Results/
Outcome
Distribution
Biomedical Sciences
2-12
6. Patient Care 4. Evaluate, diagnose and
perform treatment planning for
individual patients of all ages
1. Questions embedded in classroom
exams and assessments
2. Course projects, papers and
presentations and/or
3. Course examinations
1. Course grades: classroom
examination scores and grades from
classroom asignments
2. Review by Student Progress
Committee
1. Course Grades are reviewed 1. Course Director
at the end of each semester
2. Progress
2. Progress committee meets at Committee
the end of each semester
2-13
6. Patient Care 4. Evaluate, diagnose and
perform treatment planning for
individual patients of all ages
9. Treat or manage oral mucosal.
Bone, and temporomandibular
disorders.
10. Perform uncompliated oral
hard and soft tissue surgical
procedures.
1. External tests with national norms
(National Board, Part 1 and Part 2)
2. Successful completion of clinical
competencies
3. Skill simulations
4. Questions embedded in classroom
exams and assignments
1. National Board Review Scores: Part
1 and Part 2
2. Course grades: skill simulation
course completion grades, competency
grades, and classroom exams and
assignments
3. Group evaluation of Faculty within
Team; Review by Student Progress
Committee
1. When students take the
National Boards, Part 1 is taken
in summer between DS2 and
DS3. Part 2 is taken in the
Spring of DS4 year.
2. Scores of simulations and
types of exams and
assignments
3. Team Leader submission of
student evaluations at middle
and end of each semester
1. External tests with national norms
(National Board, Part 1 and Part 2)
individual
all ages
2. Questions
Successfulembedded
completioninofclassroom
clinical
5. Practice Mgt 3.
Promotepatients
oral andofsystemic
1.
9.
Treat
or
manage
oral
mucosal,
competencies
and
health in individual patients and exams
and assignments
bone,
and
temporomandibular
3.
Skill
simulations
Informatics
the community
2. Portfolios
disorders.
4. Evaluations
Questions embedded
in classroom
3.
from community
10. Perform uncompliated oral
exams andonassignments
members
presentations and
hard and soft tissue surgical
program implementation
procedures.
1. National Board Review Scores: Part
1 and Part 2
2. Course
Course grades:
grades: classroom
skill simulation
1.
course completion
competency
examination
scoresgrades,
and grades
from
grades,
and
classroom
classroom asignments exams and
assignments
2.
Review by Student Progress
3. Group evaluation of Faculty within
Committee
Team; Review by Student Progress
Committee
4. Health
3. Promote oral and systemic
Promotion
health in individual patients and
5.
community
1. Practice
Critical Mgt the
2. Access,
evaluate, and
and
Thinking
incorporate into practice new
Informatics
5. Practice Mgt knowledge, techniques, and
1. Course grades: classroom
examination scores and grades from
classroom
1. Course asignments
grades: classroom
2.
Review byscores
Student
Progress
examination
and
grades from
Committee
classroom asignments
1. When students take the
1. Scores received
National Boards, Part 1 is taken from Nevada State
in summer
betweenare
DS2
and
Board
1.
Course Grades
reviewed
1.
Course Director
2. Progress
Course
DS3.
taken
in the
at
thePart
end 2ofiseach
semester
2.
Spring
of
DS4
year.
Directors
2. Progress committee meets at Committee
2. Scores
of simulations
3. Team Leaders
the
end of each
semesterand
types of exams and
assignments
3. Team Leader submission of
student evaluations at middle
and end of each semester
1. Course Grades are reviewed 1. Course Director
at the end of each semester
2. Progress
2.
committee
meets at Committee
1. Progress
Course Grades
are reviewed
1. Course Director
the
end
of each
semester
at the
end
of each
semester
2. Progress
6. Patient
Care 4. Evaluate, diagnose and
Practice
Management
2-14
perform treatment planning for
2-18
2-19
2-15
and
Informatics
materials
1. Questions embedded in classroom
exams and assignments
2.
1. Portfolios
Questions embedded in classroom
3.
Evaluations
from community
exams
and assessments
members
presentations
and
2. Course on
projects,
papers and
program
implementation
presentations and/or
3. Course examinations
2. Review by Student Progress
Committee
Descriptive
Statistics; Trend
Analyses; Kappa
Statistics for
calibration of
examiners
1. Reports submitted to
executive committee of SDM
2. Summary reports
submitted to curriculum
committee as a means to
review and improve
curriculum.
3. Aggregate data reported
to faculty during faculty forum
Descriptive
Statistics; Trend
Analyses; Kappa
Statistics for
calibration of
examiners
1. Reports submitted
to executive committee
of SDM
2. Summary reports
submitted to
curriculum committee
as a means to review
and improve
curriculum.
3. Aggregate data
reported to faculty
during faculty forum
Descriptive
Statistics; Trend
Analyses; Kappa
Statistics for
calibration of
examiners
1. Reports submitted
to executive committee
of SDM
2. Summary reports
submitted to
curriculum committee
as a means to review
and improve
curriculum.
3. Aggregate data
reported to faculty
during faculty forum
1. Scores received
from Nevada State
Board
2. Course
Directors
3. Team Leaders
2. Progress committee meets at Committee
the end of each semester
Ethics & Professionalism
2-20
2.
1. Understand and apply ethical 1. Questions embedded in classroom
Professionalis codes and laws and regulations exams and assessments
m
governing dentistry.
2. Course projects, papers and
presentations and/or
3. Course examinations
1. Course grades: classroom
examination scores and grades from
classroom asignments
2. Review by Student Progress
Committee
1. Course Grades are reviewed 1. Course Director
at the end of each semester
2. Progress
2. Progress committee meets at Committee
the end of each semester
2-21
2.
1. Understand and apply ethical 1. Questions embedded in classroom
Professionalis codes and laws and regulations exams and assessments
m
governing dentistry.
2. Course projects, papers and
presentations and/or
3. Course examinations
1. Course grades: classroom
examination scores and grades from
classroom asignments
2. Review by Student Progress
Committee
1. Course Grades are reviewed 1. Course Director
at the end of each semester
2. Progress
2. Progress committee meets at Committee
the end of each semester
2-22
1. Critical
2. Access, evaluate, and
Thinking
incorporate into practice new
5. Practice Mgt knowledge, techniques, and
materials
and
Informatics
4. Evaluate, diagnose and
perform treatment planning for
individual patients of all ages.
1. Course grades: classroom
examination scores and grades from
classroom asignments
2. Review by Student Progress
Committee
1. Course Grades are reviewed 1. Course Director
at the end of each semester
2. Progress
2. Progress committee meets at Committee
the end of each semester
1. Course projects, papers and
presentations
2. Course examinations
3. Skill simulations
4. Successful completion of clinical
competencies
5. External tests with national norms
(National Board, Part 1 and Part 2)
67
Status
CODA
Standard
ADEA
Domain
SDM Competency
Measures
How to Measure When to Measure
Data
Results/Outcomes
Analysis
Distribution
Biomedical Sciences
2-12
6. Patient Care 4. Evaluate, diagnose and perform
treatment planning for individual
patients of all ages
2-13
6. Patient Care 4. Evaluate, diagnose and perform
treatment planning for individual
patients of all ages
9. Treat or manage oral mucosal.
Bone, and temporomandibular
disorders.
10. Perform uncompliated oral hard
and soft tissue surgical procedures.
6. Patient Care 4. Evaluate, diagnose and perform
treatment planning for individual
patients of all ages
9. Treat or manage oral mucosal.
Bone, and temporomandibular
disorders.
10. Perform uncompliated oral hard
and soft tissue surgical procedures.
1. Critical
2. Access, evaluate, and incorporate
Thinking
into practice new knowledge,
5. Practice Mgt techniques, and materials
and
Informatics
2-14
2-15
1. End of Course
Student evaluations
2. Faculty evaluations
of courses
3. Mid-program
interviews (DS2/DS3)
4. Exit interview
5. Alumni Survey
6. Employer survey
7. Surveys of
Supervisors of
Community-based
educational sites
8. Patient Satisfaction
Surveys
Descriptive
1. Online Surveys
1. End of each
2. Faculty/Course
Statistics;
course
Surveys
Trend
2. Each
3. Face-to-face
course/faculty once Analyses;
interviews
Kappa
year
4. Face-to-face
3. Summer between Statistics for
interviews
DS2 and DS3
calibration of
5. Phone interviews
4. May of DS4 year examiners
6. Mail or internet
5. One year and
surveys
Five years after
7. Mail surveys
graduation
8. Face-to-face
6. Every 2 years
interviews and surveys 7. After each activity
where a student
participates
8. Annually, but
never the same time
each year
1. Reports
submitted to
executive committee
of SDM
2. Summary reports
submitted to
curriculum
committee as a
means to review
and improve
curriculum.
3. Aggregate data
reported to faculty
during faculty forum
Practice Management
2-18
5. Practice
Mgt and
Informatics
3. Promote oral and systemic
health in individual patients and
the community
2-19
4. Health
Promotion
5. Practice
Mgt and
Informatics
3. Promote oral and systemic
health in individual patients and
the community
1. Online Surveys
1. End of Course
Student evaluations 2. Faculty/Course
2. Faculty
Surveys
3. Face-to-face
evaluations of
courses
interviews
4. Face-to-face
3. Mid-program
interviews
interviews
5. Phone interviews
(DS2/DS3)
4. Exit interview
6. Mail or internet
5. Alumni Survey
surveys
6. Employer survey 7. Mail surveys
8. Face-to-face
7. Surveys of
Supervisors of
interviews and
Community-based surveys
educational sites
8. Patient
Satisfaction Surveys
1. End of each
course
2. Each
course/faculty
once year
3. Summer
between DS2 and
DS3
4. May of DS4
year
5. One year and
Five years after
graduation
6. Every 2 years
7. After each
activity where a
student
participates
8. Annually, but
never the same
time each year
Descriptive
Statistics;
Trend
Analyses;
Kappa
Statistics
for
calibration
of
examiners
1. Reports
submitted to
executive
committee of SDM
2. Summary
reports submitted
to curriculum
committee as a
means to review
and improve
curriculum.
3. Aggregate data
reported to faculty
during faculty
forum
68
Status
Clinical Sciences - Courses and Instructors
Class
Course
#
DS I
7120
Introduction to Infection Control
Simmons
Fall
DS I
7140
General Clinic Streamline I
Webberson
Fall
DS I
7101
Cellular & Molecular Concepts
Davenport
Fall
DS I
7123
Diagnosis and Treatment Planning I
Simmons
Fall
DS I
7154
Health Care Delivery: Patient Record and HIPPA Regulations
Webberson
Fall
DS I
7101
Cellular & Molecular Concepts
Davenport
Fall
DS I
7124
Dental Anatomy and Occlusion Lab
Nelson
Fall
DS I
7157
Patient Communications and Cultural Compatability
McClain
Fall
DS I
7102
Microbiological & Immunological Concepts
Galbraith
Fall
DS I
7125
Dental Anatomy and Occlusion Lecture
Nelson
Fall
DS I
7160
Biostatistics in Oral Health
Ditmyer
Fall
DS I
7108
HIV/AIDS & Oral Disease
Galbraith
Fall
DS I
7140
DSI General Dentistry Clinic
Webberson
Fall
DS I
7510
Critical Thinking in Contemporary Health Care
Ditmyer, Mobley, Zoller Fall
DS I
7109
Head and Neck Anatomy
Zoller
Fall
DS I
7121
Principles of Clinical Dentistry: Operative Dentistry
Woodall
Spring
DS I
7140
General Clinic Streamline II
Webberson
Spring
DS I
7109
Head and Neck Anatomy
Zoller
Spring
DS I
7133
Principles of Clinical Dentistry Lab
Woodall
Spring
DS I
7151
Healthcare Financing and Public Health
Sandoval
Spring
DS I
7110
Oral Pathogens & Oral Immunology
Galbraith
Spring
DS I
7136
Basics of Periodontal Instrumentation and Preventive Intervention
Lockhart
Spring
DS I
7156
Community Outreach: Pediatric Education
McClain
Spring
DS I
7111
Oral Developmental Anatomy and Histology (Oral Histology)
Davenport
DS I
7140
DSI General Dentistry Clinic
Webberson
Spring
DS I
7161
Epidemiology in Oral Health
Ditmyer
Spring
DS I
7112
Introduction to Human Development
Davenport
Spring
DS I
7122
Applied Clinical Dentistry: Restorative
Richards
Summer
DS I
7509
Professional Studies Integration Seminar
McClain
Spring
DSI
7501
Integration Seminar I
Kingsley
Spring
DS I
7126
Local Anesthesia and Nitrous Oxide Sedation
Nattestad
Summer
DS I
7140
General Clinic Streamline III
Webberson
Summer
DSI
7502
Integration Seminar II
Kingsley
Summer
DS I
7129
Diagnosis and Treatment Planning II
Simmons
Summer
DS I
7152
Patient Communication (Spanish for Health Professional)
McClain
Summer
DS I
7130
Principles of Dental Materials
Nelson
Summer
DS I
7159
Practice Management Technology
Davenport
Summer
DS I
7135
Periodonal Anatomy and Pathogenesis of Periodontal Disease
Lockhart
Summer
DS I
7358
Applied Human Nutrition
Mobley
Summer
DS I
7137
Foundations in Fixed Prosthodontics Lab
Richards
Summer
DS I
??
Dummer Enrichment
Sandoval
Summer
DS I
7138
Preclinical Dentistry Lab
Tozzi
Summer
DS I
7153
Specialty Practices I
[INACTIVE]
DS I
7139
Clinical Occlusion
Nelson
Summer
DS I
7140
DSI General Dentistry Clinic
Webberson
Summer
DS I
7127
Introduction to Intraoral and Panoramic Radiology
[INACTIVE]
DS I
7128
Clinical Dentistry Seminar
[INACTIVE]
DS I
7131
Introduction to Clinical Dentistry I
[INACTIVE]
DS I
7132
Introduction to Clinical Dentistry II
[INACTIVE]
DS I
7134
Introduction to Digital Radiology
[INACTIVE]
DS II
7220
Principles of Endodontics Lecture
?
Fall
DS II
7251
Specialty Practices
Webberson
Fall
DS II
7200
Cariology
Davenport
Fall
DS II
7223
Principles of Endodontics Lab
?
Fall
DS II
7252
Community Outreach: Geriatric Population
McClain
Fall
DS II
7201
Oral and Systemic Manifestations of Disease
Herschaft
Fall
DS II
7240
DSII General Dentistry Clinic
Ord
Fall
DS II
7512
Dental Research and Methodology I
Mobley
Fall
DS II
7203
Pharmacological Concepts
Hillyard
Fall
DS II
7241
Simulated Comprehensive Care Lecure
Hill
Fall
DS II
7512
Dental Research and Methodology II
Mobley
Spring
DS II
7204
Pathological Concepts
Herschaft
Spring
DS II
7242
Simulated Comprehensive Care Lab
Hill
Fall
DS II
??
Summer Enrichment
Sandoval
Summer
DS II
7205
Clinically Oriented Anatomy
Zoller
Spring
DS II
7221
Applied Dental Materials I
Nelson
Spring
DS II
7254
Health Care Administration: Regulation and Finance
[INACTIVE]
DS II
7208
Oral Cancer
Herschaft
Spring
DS II
7227
Oral Surgical Principles and Techniques
Nattestad
Spring
DS II
7233
Restorative Dentistry: Removable Prosthodontics
Dounis
Spring
DS II
7236
Intro to Periodontal Diagnosis and Initial Therapy
Lockhart
Spring
DS II
7240
DSII General Dentistry Clinic
Ord
Spring
DS II
7241
Simulated Comprehensive Care Lecure
Hill
Spring
DS II
7242
Simulated Comprehensive Care Lab
Hill
Spring
DS II
7226
Introduction to Dental Implants
Kirit
Summer
DS II
7228
Pharmacotherapeutics I: Prescribing Medication
Simmons
Summer
DS II
7229
Panoramic Principles and Advanced Radiographic Anatomy
Danforth
Summer
DS II
7230
Orthodontics
?
Summer
DS II
7235
Pediatric Dentistry Principals & Techniques
Hackmyer
Summer
DS II
7237
DSII Digital Radiology
?? Danforth
Summer
DS II
7240
DSII General Dentistry Clinic
Ord
Summer
DS II
7241
Simulated Comprehensive Care Lecure
Hill
Summer
DS II
7242
Summer
DS II
7222
Simulated Comprehensive Care Lab
Patient Care II: Fixed Prosthodontics
Hill
DS II
DS II
7225
7232
Advanced General Dentistry: Surgical and Restorative Techniques
Patient Care IV: Clinic
[INACTIVE]
[INACTIVE]
DS II
7238
Diagnosis and Treatment Planning Seminar
[INACTIVE]
DS III
7320
Clinical Medicine I
Simmons
Fall
DS III
7514
Professional Ethics I
Sandoval
Fall
DS III
7506
Growth and Developmental Abnormalitites (DS3)
Davenport
Fall
DS III
7321
Principles of Periodonatal & 3rd Molar Surgery
Lockhart
Fall
DS III
7350
Practice Administration I
Sandoval/Devore
Spring
DS III
7324
Esthetic Dentistry: Principles and Techniques
Nelson
Fall
DS III
7355
Hospital Dentistry
Nattestad ??
Spring
DS III
7326
Oral and Maxillofacial Pathology I
Herschaft
Fall
DS III
7514
Professional Ethics II
Sandoval
Spring
DS III
7340
DSIII General Dentistry Clinic
Ord
Fall
DS III
7354
Contemporary Issues in Behavioral Science
DS III
7326
Oral and Maxillofacial Pathology I
Herschaft
Fall
DS III
??
Sandoval/Mobley/Capp Summer
elli
Sandoval
Summer
DS III
7327
Oral and Maxillofacial Pathology II
Herschaft
Spring
DS III
7328
Clinical Medicine II
Simmons
Spring
DS III
7332
Temporomandibular Disorders
Nelson
Spring
DS III
7333
Principles of Removable Parital Dentures
Dounis
Spring
DS III
7340
DSIII General Dentistry Clinic
Ord
Spring
DS III
7325
DS III Advanced General Dentistry Seminar
Nelson
Summer
DS III
7329
Advanced Techiques in Dental Radiology
Danforth
Summer
7333
Principles of Removable Partial Dentures
Dounis
DS III
7340
7323
DSIII General Clinic
Digital and Convention Xray Production
Ord
[INACTIVE}
DS IV
7425
DSIV Advanced General Dentistry Seminar
Nelson
Fall
DS IV
7452Practice Administration II
Sandoval/Devore
Fall
DS IV
7440
DSIV General Clinic
Ord
Fall
DS IV
7454Community Outreach: Disabled and Special Needs Population
McClain
Fall
DS IV
7441
Oral Histopathology (Elective)
Herschaft
Fall
DS IV
7455Clinical Diagnostic Conference: Grand Rounds
Sandoval/Herschaft/Fra Fall
nco
DS IV
7442
Periodontal Regeneration and Case Management
Lockhart
Fall
DS IV
DS IV
7453Dental Jurisprudence
7453Clin. Diagnostic Conference: Forensics
Sandoval/Havins
Sandoval/Ord
Class
DS III
DS III
Course
#
BioMedical Sciences - Courses and
Instructors
Professional Studies - Courses and Instructors
Course Name
Professor Semester
Class
Course
#
Course Name
Professor
Semester
Course Name
Professor Semester
Spring
[INACTIVE]
Summer Enrichment
Summer
Summer
Spring
Spring
69
Outcomes





Reduces meeting time focused on details once completed
Provides real information for the analysis of topics like
assessment and skills
Assist new teachers with planning and understanding the
curriculum
Reinforce the value of what is being taught
Provide a tool for communication with the larger community
(faculty, students, decision-makers, grant providers,
accreditation agencies)
Barriers





It is a time - arduous task
Lack of clearly defined goals
Lack of agreement about the mapping form
itself
Lack of a consistent vocabulary
Is it as valuable to users as it was to
creators?
QUESTIONS!
72