Syllabus

Course Description

  A theoretically sound approach to developing, implementing, evaluating and continually improving educational experiences in dental hygiene education will be reinforced. Investigation of evaluation and feedback and the underlying evidence-base to support assessment of dental hygiene competencies is a primary focus. Conceptual frameworks related to dental hygiene and expansion of exemplary leadership practices will be discussed.

Course Hours

Dental Hygiene 202C meets from 1:10 PM to 4 PM on Tuesdays. Seminars will begin at 10 minutes past the hour.

Course Coordinator

Professor Ortega will reply to any email received within 24 hours, excepting weekends and UC holidays. You may receive an answer sooner, but please allow 24 hours.

Master of Science in Dental Hygiene Program Core Competencies

There are 16 Core Competencies in the MS in Dental Hygiene Program that all graduates must meet. Of the 16, 5 are specifically addressed in DEN HY 202C. These are listed below.

The UCSF Master of Science Degree in Dental Hygiene graduate will be competent to:

• Develop program goals for a basic preparation dental hygiene curriculum based on a selected school of thought about the following paradigm concepts of Dental Hygiene: Health/Oral Health, Dental Hygiene Clients, Dental Hygiene Actions, and the Environment in which Dental Hygiene Actions occur
• Develop a program overview for a basic preparation dental hygiene curriculum that maps program goals, outcomes, learning methods, assessments and competencies
• Demonstrate cultural sensitivity and diplomacy, as administrators, scientists and teachers.
• Set priorities for small or large organizations
• Apply ethical principles to program plans

Course Policies

Faculty associated with the MS in Dental Hygiene Program, specifically DEN HY 202C, expect compliance with the following School and Course policies and procedures.

Relevant School Policies

Master's candidates/graduate learners are expected to know, understand, and comply with all Graduate Division and School of Dentistry policies and procedures applicable to the Master of Science in Dental Hygiene Program. Professionalism is of utmost importance and emphasized throughout the program in order to prepare dental hygienists to assume roles in education and research collaboration in academic, public health, or oral healthcare industry settings.

Accomodation of Learning Differences

Faculty in this course are willing and able to accommodate any documented learning differences in a confidential manner. It is the graduate learner's responsibility to inform faculty of their need for accommodations, as specified in the documentation. Failure to request the recommended accommodations is a risky decision and may be viewed as a deficit in professionalism.

Professional Conduct

It is assumed that all matriculated Dental Hygiene Master's Candidates/Graduate Learners have agreed to adhere to the Student Honor Code adopted by UCSF School of Dentistry. Much of the work in this course is to introduce the elements of professionalism and bring you to the level necessary for interaction as educators and research collaborators in academic, public health, or oral healthcare industry settings. As you know even seemingly small things – attire, name tags, etc – are crucial elements of professionalism in health science.

Professionalism extents to monitoring your own progress throughout the course and seeking assistance when it is necessary. This includes regular review of schedules, requirements and deadlines, which are posted on the CLE site for this course. Your faculty is here to assist you, but you are required to communicate any needs you may have.

Attendance

Attendance at class sessions is expected and mandatory. Please arrange your vacation schedules accordingly. If you are absent from class, it is your responsibility to notify the the Dental Hygiene Program Administrator - Joanna Hill (415-502-8740), the Course Coordinator:  Elena Ortega (510-928-7301), and file a Planned Absence Form in advance, unless it is an emergency. It is also your responsibility to arrange make-up assessments with the Course Coordinators, if necessary. Please note, only legitimate reasons, such as a documented illness, will be considered for make-up assessments.

Summative Assessments - Grading

Methods of Graduate Learner Assessment:

• Presentation: Faculty Training Workshop in Assessment of Clinical Competence (30%)
• Professional E-Portfolio - "serves as a tool to Illustrate learning and self-reflection and as an instrument, it provides a structure for collecting, analyzing, and demonstrating competence across the spectrum of education, research, leadership and dental hygiene care" incorporating minimal components of:
  • E-Portfolio Format Initiation/Maintenance/Faculty Access (10%)
  • Curriculum Vitae and Bio-Sketch Refined/Updated (10%)
  • Academic Position Cover Letter (10%)
  • Teaching Philosophy Statement (10%)
  • Academic Position - Diversity Question (10%)*
  • MS in DH Program Reflections (10%)
  • SMART Goals Revisited (10%) 

* Question: "Please describe your experiences that reflect your ability to motivate, instruct, and supervise community college students of diverse  ethnic/socioeconomic backgrounds, cultures, preparation, learning styles and/or disabilities."

All course assessments must be completed with 75% or better to be considered as passing. At least a 75% score on each component of the course assessment is required to pass the course. If this is not achieved, only one remediation assessment will be provided. Failure on the remediation assessment will require repeat of the entire course.

Course grades are calculated as passing at 75% or higher, and will be reported as a letter grade. Point range for grade assignment:

• 93-100 = A
• 85 - 92 = B
• 75 - 84 = C

Professionalism Criteria

A passing grade in the area of professionalism is required in order to pass the course. The following criteria will be used to evaluate professionalism:

• Maintains honesty in actions and relationships involving colleagues and members of faculty and university staff.
• Demonstrates attitude of concern, respect and cooperativeness toward classmates and university faculty and staff.
• Manages time well: each graduate student is expected to be present, as well as, prompt for class, prepared for discussion and submit completed assignments by specified due dates.

*Professionalism component of course grade is pass/fail.

Collabortive Learning Environment

This course uses the Collaborative Learning Environment (CLE) extensively and regularly. Graduate learners must access the CLE course site on a regular basis, no less than two times a week to check for new information. It is assumed that graduate learners will regularly read posted information and materials made available on the CLE.

Presentors for the different seminar topics within this course will provide resources that will be posted on CLE. However, the entirety of the course content includes live discussions and interactions. Valuable information required for your course performance will be provided through interactive seminar learning activities experienced during class sessions. 

Textbooks

Required:

• Curriculum development for medical education : a six step approach, 2nd edition edited by David A. Kern, Patricia A. Thomas and Mark T. Hughes; The Johns Hopkins University Press, 2009
• Practical Guide to the Evaluation of Clinical Competence. By Eric S. Holmboe and Richard E. Hawkins; Mosby Elsevier,2008.
• Dental Hygiene Theory and Practice, 4th edition Edited by Michele Leonardi Darby and Margaret M. Walsh; Saunders Elsivier, 2015

Course Objectives

Upon completion of the course the graduate learner will:

DH202 C Objectives

1. Incorporate a dental hygiene scholarly identity in preparation for roles in education in academia, public health, oral healthcare industry, and comprehensive healthcare settings.

2. Demonstrate exemplary leadership practices in preparation for future administrative roles within healthcare professional environments.

3. Complete a professional e-porfolio to Illustrate learning and self-reflection using the portfolio's structure to collect, analyze, and demonstrate progression through the stages of learning across the spectrum of graduate dental hygiene education and beyond for lifelong learning (education, research, leadership, public health,  dental hygiene care and other aspects of one's professional evolution). 

4. Differentiate the 4 key components of "Step 6 - Evaluation and Feedback" of the six-step approach to curriculum development applied to dental hygiene education.

5. Analyze learner and program achievement of goals, objectives and outcomes of the curriculum by applying measurement methods congruent with the evaluation questions.

6. Illustrate preferred assessment methods for evaluation of learners’ understanding and sensitivity to diversity as well as cultural competency in basic preparation dental hygiene programs.

7. Identify ethical principles and concerns related to Step 6 - evaluation of the curriculum development process

8. Develop an assessment instrument for evaluation of individual learners’ professionalism within a basic preparation dental hygiene education program.

9. Explain 3 significant reasons for dental hygiene program administrators to support faculty training for their roles in assessment of clinical competence

10. Describe program evaluation components associated with the Commission on Dental Accreditation Standards for dental hygiene education programs

11. Illustrate two ways that collaborative practice conceptual model is applicable to dental hygiene education, present and future.

12. Describe the process of dental hygiene policy development at a state and national level

13. Apply the six aims of oral health quality improvement into dental hygiene education and care delivery in an era of accountability.

14. Identify quality improvement opportunities and challenges for dental hygiene and dental educators within the new quality paradigm