PLO 1 - Demonstrate an understanding of dental assistant roles including the legal, professional, and ethical responsibilities within the community.
Average PLO Score for the course
General Education Standards
Results of Student Learning
Explanation of assessment evidence
100% of the Dental Assisting students have met or exceeded expectations in Dental Assisting Program Learning Outcome 1. 100% of dental assisting students met or exceeded in expectations in General Education Standards, written and oral communication, critical thinking, and information retrieval.
Student learning discovery
Effective student learning can be achieved by using a variety of learning strategies that speak to our students who are diverse in their cultural backgrounds, experience, learning styles, and challenges. The use of various learning strategies enables students to develop the knowledge and skills they will need to provide culturally competent health care to a diverse population.
Seven members of the UH Maui College Dental Advisory Committee (5 were dentists) reviewed and discussed the Faculty Report on CASLO Evidence, the correlating course outline, and the Written Communication rubric. Seven of the 7 (100%) members agreed that the "minimally passing" evidence demonstrated student achievement of the Written Communications CASLO is at a level of skill appropriate for the certificate and dental assistant position in industry.
After reviewing the Faculty Report on CASLO Evidence, the correlating course outline, and the Written Communication rubric, 100% of the members agreed that the evidence presented in this assessment activity shows that students develop and demonstrate relevant writing skills that they will need as graduates of the program.
A variety of suggestions were discussed to improve this CASLO assessment method so that students are prompted to demonstrate exit-level skills that are relevant to the needs of graduates of the program. These included 1- to initiate S.O.A.P. assignments, or projects to improve students professional writing skills; 2- provide written examples of above the just passing guideline for the students to see; 3- use videos or present a demonstration and have them record it; 4- Create scenarios that replicate "real world", on the job scenarios; 5- Create templates of notes to shows record the treatment; 6- Video patient's visit described by student and evaluated for comprehension of the patient's chief complaint, grammar, spelling and legal relevancy; 7- Dictation
The suggestions for improving curriculum, instruction, or student services to better develop the writing skills needed of graduates from the program were 1- Organize writing workshops; 2- Spelling and grammar and attention to detail are important; 3- Student Services could offer a service to students that has a primary focus on the mechanics in writing assignment or offer an English class that works in conjunction with and in support of the Dental Assisting program and that would focus on the English course SLOs through content-specific writing needed for the Dental Assisting field; 4- Practice in a group of taking procedural notes. Self-grading of their progress. List of terminology that they will be responsible for that period; 5- Learn the concept of using and modifying computer template notes on a computer; 6- Become familiar with the SOAP concept.
Suggestions for assessment practices that are aligned to curriculum and instruction with the needs of students were 1- Reviewing students writing at end of term; 2- Give written examples of the criteria you are looking for; 3- Have students analyze other students notes; 4- Have a different assessment form for the CTE programs with "work focused" language; 5- Maintain contact with the dental community in order to fulfill the actual needs of a dental office: what qualities and abilities are desired; 6- Emphasize EMR's as this will be the legal requirement in the near future;7- Constant exercises in writing and evaluation are paramount. Repetition and emphasis on increasing the value of an employee in order to maintain a job in the dental field should be stressed (employee should strive to make oneself indispensable); 8- Take a grammar diagnostic test at the beginning of the program then attend to the grammar areas they did not score adequately on before the end of the semester/program before program completion.
Students completed a variety of the suggested teaching strategies recommended. We continue to utilize these suggestions on a weekly basis to improve written communication skills of the dental assistant to provide clear and concise patient notes.
Expected Level of Achievement
Exams, projects and homework are graded on the point system in the table below. Dental Assisting Students are required to maintain a “B” in the clinical portion of the curriculum and no lower than a “C” in the didactic.
The evidence used to assess, and the results of the assessment for the program learning outcomes, will be discussed separately for each course that was assessed during this review period. Each program assessment is based on the following scale:
Grades of A
Grade of B
Grade of C
UH Maui College Dental Assisting Program Curriculum Evaluation Guide
Yes, 86% service-learning completion certificate; No, 39% continue to Dental Hygiene - 11% entered UHMC DH program, 28% pursuing entrance to DH Program
Curriculum revision based on results
Increased number of orthodontic practicum hours and started dental office management practicum in fall 2013.
Continue Livetext iPad project and various teaching pedagogy.
Continue commitment to rigorous community service and professionalism program. Students’ working as dental assistants is considered a success, as trained and certified dental assistants are much needed dental professionals.
Program improvement as a results of data analysis
Pending for dental office management results. Even with increased number of orthodontic practicum hours, visitation and instruction by two separate orthodontists, and typodont bracket placement, employer results remain mixed.
Program satisfaction and national board certification scores and passing rates remain high (100%).
Dental Assisting program continues to be considered by their employers and our community as dental professional and service oriented.
Next date of completion
The dental community on Maui is extremely supportive of the UH Maui College Dental Assisting Program. Dental experts share their expertise in the classroom (32 dental experts), provide externships in their offices (11 dentists and dental clinics), provide in-kind donations of supplies, and financial support for equipment and supplies. Community dentists invite our students into their office for specialized training on the most up-to date equipment and processes. In 2012-2013, 37 dental professionals shared their expertise with my students.
100% of the 18 2013 Dental Assisting graduates who seek employment are working in dental offices, working as dental assistants. Local dentists often contact the program coordinator seeking UH Maui College Dental Assisting graduates. This year, one office even mentioned UHMC graduates preferred in their employment advertisement. Student employment placement and demand has remained steady and all UH Maui College Dental Assisting Program graduates were able to secure dental jobs.
In discussion with UHMC Dental Advisory Board members, UH Maui College CASLO Written Communication results were discussed in detail, with 100% agreement in rigor and suggestions of various teaching strategies.
Students and faculty participated in 25 community health fairs, high school events, and service projects, working collaboratively with local dental professionals. The Maui County Dental Society and Maui County Dental Hygienists’ Association contributed funds to the UHMC Dental Assisting Program for the purchase of toothbrushes and paste used for community service events.
In addition, Maui dentists are generous in their support of student travel to the annual Hawaii Dental Association Convention on Oahu and have established two-$500. Scholarships for Dental Assisting graduates entering the Dental Hygiene Program every other year. UH Maui College Dental Assisting Program is grateful for this affirmation of industry support.
Program Plans and Goals
The Outcomes Assessment Plan will continue to be implemented for the current students. Surveys will continue to be sent to graduates and their employers.
Students will be assisted in the facilitation of DANB testing, including computer mock testing and material review.
Program will continue to heavily recruit students at high school career fairs, service-learning activities, UH Maui College Biology 100 classes (prerequisite to DA program), high school and program orientations, and career shadowing programs.
Clinical experiences will begin in the fall semester and continue into the spring semester. Increased hours of clinical practice will be made available and strongly encouraged for students at the Maui Oral Health Center, shadowing and assisting staff dentists.
The highly successful iPad and Livetext assessment project will continue, allowing students access to researching various topics in the dental operatory and classroom; assess to course information, Powerpoints, outlines, discussion groups, announcements; real-time assessment and remediation of procedure and skill mastery; and practical experience using industry iPad applications such as Dentrix and patient education application DDS GP. Students will continue to utilize Livetext assessment and field study application (assessment of externship practicum), develop student ePortfolios, and master iPad use for the dental office setting.
Service-learning will continue with emphasis on community education. The Baby Dental Packet Project will continue to provide dental health information to all babies born at MMMC and at pediatric offices and clinics on Maui as well as community service experiences at area schools and health fairs.
Access to the on-campus Dental Facility in the renovated science building will significantly enhance clinical learning opportunities for DA and DH students. The faculty will have 10 operatories dedicated to the DA/DH programs and a separate x-ray teaching room, having 3 radiography chairs. The additional operatories will allow more opportunity for hands-on practice and make instruction more efficient. The addition of new equipment, x-ray teaching manikins and digital x-ray units in every operatory, will provide students with experience using these important diagnostic tools in dental practice. The additional 8 operatories on the service side of the facility will allow more students to complete the spring practicum working with dentists at the Maui Oral Health Center facility. The new facility will also allow admission of DH students annually, which will provide increased opportunity for the DA graduates to continue to DH Program.
Goals for Program Improvement
Faculty to attend at least 2 faculty development workshops to improve technology mastery and information retrieval skills.
Adopt at least one new learning strategy in each course.
Maintain and support 18 student cohort
Continue to utilize Livetext assessment and iPad technology in the operatory and classroom.
Continue to participate in community service and service learning activities
Procure the equipment needed to train students to be industry-ready and employable.
Acquire a larger clinical facility to better utilize instructor resources and provide up to date training for dental assisting students
Budgetary Consideration and Impact
The Dental Assisting program requires significant resources due to the need for a clinical facility, national accreditation requirements for 1:6 instructor: student ratio (high lecturer costs), required annual attendance of all faculty members to at least one regional or national dental education conference, required methodology training in the area of instruction at least every 3 years, and costly equipment and materials.
Presently, the operatories at the Maui Oral Health Center is shared by the UH Maui College Dental Assisting and Dental Hygiene Programs, Lutheran Medical Residency Program, and the Maui Oral Health Center. The Dental Assisting Program is assigned 4 operatories for 18 students during clinical courses. The 1:6 instructor to student ratio and limited clinical space, necessitates dividing the students in two groups, requiring significant instructor resources. A second full-time faculty is needed to offset the great number of lecturers hours needed.
In fall 2013, the Dental Assisting Program hired 4 new lecturers. Extensive teaching strategies, curriculum, and course methodology training has been ongoing. Attendance to faculty development workshops is crucial in developing a strong team. The American Dental Education Association (ADEA) is the premier ADACODA association for all accredited dental programs in the United States. The ADEA annual Conference will be held in March 2014 in San Antonio, Texas and will feature the UH Maui College Dental Assisting Program Coordinator in an ePortfolio roundtable presentation.
The Dental Assisting Program continues to garner external support for our program and our students’ success. The Maui Oral Health Center provides students with the opportunity to participate in patient care and gain hands-on clinical skills. A number of community and government grants provide the resources needed to support the facility requirements. The community need for oral health services provides strong justification for the commitment of resources. The impact of the dental programs on community oral health is validated by the financial support UHMC has received during the 2014 Academic Year.
Equipment request for 2014, $323,061-Partial award is expected in November 2013
Two Carl Perkins grants were awarded to the Dental Assisting Program in 2013 for faculty and student support in procuring iPads and Livetext technology ($13, 940. and $4,652.) Kaiser Permanente Community Benefit awarded the program $13,523.63 and $1,155. to support the Baby Dental Packet Project and the Maternal Home Visit Project in 2013, respectively.
UH Maui College Dental Program Priorities:
Lecturer costs – 41 fall, 45 spring = 86 X Step A ($1374)
Annual ADEA American Dental Education Association – accreditation organization $125 per faculty
Library resources – books, magazines, software
Faculty Development- attend conference to complete ADACODA accreditation requirements of providing funding attend regional or national conference yearly and to complete methodology course in their specialty, at least every 3 years
Faculty travel for student supervision
Renovation of Noi’i – funds and contract awarded and renovation will occur AY 2014-2015