Topics: Objectives, Tasks, and Readings

1. Professionalism

Goal: By the end of class the graduate learner as "DH Program Directors" will: grasp the significance of professionalism first - as central to the practice of dental hygiene and 2nd as essential for dental hygiene educators to promote throughout the educational process and to address the challenges and the means to assess it.

Learning Objectives/Outcomes:

Upon completion of this class session graduate learners will:

1. Recognize the early history of dentistry and its link to the dental professional.
2. Define what is meant by professional ethics and the characteristics of a professional.
3. Explain how professional conduct leads to trust and confidence.
4. Define professionalism as it applies to dental hygiene education and practice.
5. Describe 4 expectations of professional healthcare (DH) learners that are different than those of a college/university learner.
6. Retrieve at least 2 examples of ways fellow graduate learners described how they received formative and/or summative assessments of professionalism when progressing through their basic dental hygiene education programs
7. Illustrate, using an examples of medical, dental, and dental hygiene curriculum education models, how professionalism is incorporated into  the specific curriculum threads associated with these 3 types of healthcare education programs
8. Identify 3 dental hygiene program accreditation standards promoting curricula/competencies associated with professionalism (Code of ethics)
9. List 10 characteristics/criteria to be used by DH faculty for assessing professionalism competency.
10. Identify at least 3 types of assessment instruments for evaluation of professionalism in a basic preparation of dental hygiene education program.
11. Create (apply concepts learned in DH202 B fall/winter quarters) a professionalism assessment instrument for potential use within the basic preparation dental hygiene education program under your directorship.
12. List 3 ways a dental hygiene program director/DH faculty can foster professionalism and provide positive reinforcement of professionalism.
13. Discuss the severity spectrum of competency deficiencies for DH learners as they move forward through the curriculum to enhance their skills from novice to proficient/expert.
14. Identify the four steps in taking a systematic approach to evaluating and remediating DH learners with substandard performance problems
15. Design an appropriate educational corrective action plan with 4 components to be successful – professional development plan designed to help the DH learner to correct his/her deficiencies.

16. Rate as valuable incorporating a thread of professionalism development and assessment throughout a basic preparation dental hygiene curriculum.

Tasks:

Graduate learners - requested preparations for 4-19-16 class session:

• Read: (See - PDF of journal article in folder)

Wilkinson TJ, Wade WB, Knock LD. A blueprint to assess professionalism: results of a systematic review. Academic Medicine. 2009; 84 (5):551-558.

• Bring in (if accessible) an example assessment instrument designed to provide formative and/or summative evaluation of professionalism within a basic preparation dental hygiene education program.  In addition to , or in lieu of  bringing in a professionalism assessment instrument be prepared to share the assessment approach used by your entry-level dental hygiene education DH faculty/Program Director to assess you and your classmate’s professionalism throughout your dental hygiene curriculum.