______
University of Hawai‘i Maui College
DENTAL ASSISTING PROGRAM REVIEW
October 21, 2013
TABLE OF CONTENTSDental Assisting Program Mission 3
Introduction3
Quantitative Indicators4
Quantitative Indicators Description6
Perkins IV Core Indicators Analysis 7
Program Learning Outcomes 8
Program Map: Student Learning Outcomes Grid 9
Assessment Plan10
PLO Assessment Timetable10
Analysis of Student Outcome and Goal Achievement10
Program Assessment10
Evidence of Student Learning10
DENT 164 – PLO 2 (fall 2012)10
DENT 152 – PLO 1 (spring 2013)12
CASLO Analysis – Written Communication13
Expected Level of Achievement15
Industry Validation16
Program Plans and Goals17
Planning and Policy Considerations18
Budgetary Considerations18
Engaged Community19
Recognize and Support Best Practices20
Appendix21
2012-2013 Community Experts who Share Their Expertise21
Student Survey of iPad/ Livetext Initiative (spring 2013)23
2012-2013 Employer Survey28
2012-2013 Student Exit Survey29
2012-2013 Community Service Events32
Carl D. Perkins Industry Validation Advisory Committee
Approval by UHMC Dental Advisory Board members35
Rubric for Evaluating Outcome and Goal Achievement
Degree Program Review Assessment Rubric
Degree Program Review Examples of Evidence
DENTAL ASSISTING PROGRAM REVIEW2012-2013
Program Mission Statement
The University of Hawai‘i Maui College Dental Assisting Program is dedicated to educating and preparing dental assisting leaders for careers in a diverse and changing health care environment and providing a liberal education as well as outstanding clinical experiences.
The curriculum reflects the core values of the dental profession in private and public health settings. The program is committed to creating a humanistic, educational environment that will facilitate the development of responsible, ethical, oral health professionals who are sensitive to patient needs and competent in all areas of dental assisting. The program strives to produce graduates who are confident and compassionate in their profession and competent in self-assessment in preparation for lifelong learning.
Educational and clinical services provided by dental assisting students include dental health education, disease prevention, and promoting the highest standards of oral health care for a diverse population of patients.
Introduction
The University of Hawai‘i Maui College Dental Assisting Program began in fall 2002 in response to community need for dental auxiliaries (dental assistants and dental hygienists) and an urgent need to increase the number of oral health providers in Maui County. Dental care and oral health are priorities of the Surgeon General and the Hawai‘i Health Department. Hawai‘i is below the national average for access to oral health care. Lorrin Pang, M.D., Maui County Health Officer estimates 33 percent of Maui County residents do not have adequate access to dental health care. The issues are complex and include lack of public water fluoridation, inadequate reimbursement for dental care, and shortage of dental auxiliaries. Generally, the neighbor islands, where the rates of poverty, lack of insurance, and Medicaid coverage are highest, have greater needs and fewer available dentists than O’ahu. The entire island of Maui is recognized by the federal government as a Dental Health Professional Shortage Areas and continues to need qualified dental assisting professionals.
The UH Maui College’s Dental Assisting Program is a two-semester program that provides students with the skills needed to succeed in the dental profession. Accredited by the American Dental Association Commission on Dental Accreditation (ADACODA), the Dental Assisting Program offers classroom instruction and hands-on clinical training at the Maui Oral Health Center and private dental offices on Maui.
- Quantitative Indicators
Overall Program Health: Healthy
Majors Included: DENT Program CIP: 51.0601
Demand Indicators / Program Year / Demand Health Call10-11 / 11-12 / 12-13
1 / New & Replacement Positions (State) / 73 / 69 / 64 / Healthy
2 / *New & Replacement Positions (County Prorated) / 9 / 10 / 9
3 / *Number of Majors / 10.5 / 17 / 18
3a / Number of Majors Native Hawaiian / 3 / 7 / 5
3b / Fall Full-Time / 15% / 100% / 100%
3c / Fall Part-Time / 85% / 0% / 0%
3d / Fall Part-Time who are Full-Time in System / 15% / 0% / 0%
3e / Spring Full-Time / 13% / 6% / 50%
3f / Spring Part-Time / 88% / 94% / 50%
3g / Spring Part-Time who are Full-Time in System / 0% / 29% / 11%
4 / SSH Program Majors in Program Classes / 46 / 388 / 414
5 / SSH Non-Majors in Program Classes / 385 / 220 / 6
6 / SSH in All Program Classes / 431 / 608 / 420
7 / FTE Enrollment in Program Classes / 14 / 20 / 14
8 / Total Number of Classes Taught / 9 / 20 / 9
Efficiency Indicators / Program Year / Efficiency Health Call
10-11 / 11-12 / 12-13
9 / Average Class Size / 18.7 / 13 / 18.2 / Healthy
10 / *Fill Rate / 93.3% / 93.5% / 98.7%
11 / FTE BOR Appointed Faculty / 2 / 2 / 1
12 / *Majors to FTE BOR Appointed Faculty / 5.2 / 8.5 / 18
13 / Majors to Analytic FTE Faculty / 12.3 / 10.2 / 21.1
13a / Analytic FTE Faculty / 0.9 / 1.7 / 0.9
14 / Overall Program Budget Allocation / $85,055 / $773,071 / Not Yet Reported
14a / General Funded Budget Allocation / $67,055 / $107,992 / Not Yet Reported
14b / Special/Federal Budget Allocation / $0 / $0 / Not Yet Reported
14c / Tuition and Fees / $0 / $16,144 / Not Yet Reported
15 / Cost per SSH / $197 / $1,271 / Not Yet Reported
16 / Number of Low-Enrolled (<10) Classes / 0 / 2 / 0
*Data element used in health call calculation / Last Updated: October 3, 2013
Effectiveness Indicators / Program Year / Effectiveness Health Call
10-11 / 11-12 / 12-13
17 / Successful Completion (Equivalent C or Higher) / 99% / 100% / 100% / Healthy
18 / Withdrawals (Grade = W) / 0 / 0 / 0
19 / *Persistence Fall to Spring / 61.5% / 100% / 100%
19a / Persistence Fall to Fall / 0%
20 / *Unduplicated Degrees/Certificates Awarded / 17 / 14 / 18
20a / Degrees Awarded / 0 / 0 / 0
20b / Certificates of Achievement Awarded / 0 / 0 / 0
20c / Advanced Professional Certificates Awarded / 0 / 0 / 0
20d / Other Certificates Awarded / 17 / 14 / 18
21 / External Licensing Exams Passed / 100% / N/A
22 / Transfers to UH 4-yr / 2 / 0 / 0
22a / Transfers with credential from program / 0 / 0 / 0
22b / Transfers without credential from program / 2 / 0 / 0
Distance Education:
Completely On-line Classes / Program Year
10-11 / 11-12 / 12-13
23 / Number of Distance Education Classes Taught / 0 / 0 / 0
24 / Enrollments Distance Education Classes / N/A / N/A / N/A
25 / Fill Rate / N/A / N/A / N/A
26 / Successful Completion (Equivalent C or Higher) / N/A / N/A / N/A
27 / Withdrawals (Grade = W) / N/A / N/A / N/A
28 / Persistence (Fall to Spring Not Limited to Distance Education) / N/A / N/A / N/A
Perkins IV Core Indicators
2011-2012 / Goal / Actual / Met
29 / 1P1 Technical Skills Attainment / 90.00 / 100.00 / Met
30 / 2P1 Completion / 50.00 / 77.78 / Met
31 / 3P1 Student Retention or Transfer / 74.25 / 90.00 / Met
32 / 4P1 Student Placement / 60.00 / 66.67 / Met
33 / 5P1 Nontraditional Participation / 17.00 / 0.00 / Not Met
34 / 5P2 Nontraditional Completion / 15.25 / 0.00 / Not Met
Performance Funding / Program Year
10-11 / 11-12 / 12-13
35 / Number of Degrees and Certificates / 0
36 / Number of Degrees and Certificates Native Hawaiian / 0
37 / Number of Degrees and Certificates STEM / 0
38 / Number of Pell Recipients / 9
39 / Number of Transfers to UH 4-yr / 0
*Data element used in health call calculation / Last Updated: October 3, 2013
- Demand Indicators
Demand health call for the UH Maui College Dental Assisting Program is Healthy. 100% of the 18 2013 Dental Assisting graduates are working in dental offices and/or attending or pursuing admittance to the UHMC Dental Hygiene Program. 14 of the18 total students are employed in a dental office, working as a dental assistant. Two students are enrolled in the UH Maui College Dental Hygiene Program and two students are pursuing admittance in the UH Maui College Dental Hygiene Program, taking pre-requisite courses in preparation to apply. Student employment placement and demand has remained steady and all UH Maui College Dental Assisting Program graduates were able to secure dental jobs.
- Efficacy Indicators
Efficacy health call for the UH Maui College Dental Assisting Program is Healthy. The Dental Assisting Program has maintained a high number of qualified applicants due to determined promotion at monthly general orientation meetings advertised in the local newspaper, a high school career-shadowing program, high school career fairs, and dental program orientations at local high schools and at UH Maui College.
Due to American Dental Association Commission on Dental Accreditation (ADACODA) accreditation requirements, the maximum class size is 18 students. There is only one full-time faculty member.
F12 / F13Number of qualified applicants / 42 / 38
Number of students starting fall semester in DA program
(Maximum capacity is 18 students) / 18 / 18
Budget constraints and lack of clinical space has been a weakness for the Dental Assisting Program. The program completes pre-clinical and clinical requirements at the Maui Oral Health Center. The UH Maui College Dental Assisting and Dental Hygiene Programs, Lutheran Medical Residency Program, and the Maui Oral Health Center share 7 operatories at an off-campus site. Clinical courses have been arranged to accommodate the 18 students in the 4 operatories allotted to usby dividing the class into 2 groups. The American Dental Association Commission on Dental Accreditation (ADACODA) requires a 1:6 instructor to student ratio in all pre-clinical and clinical sections. These requirements lead to high lecturer costs. The program is working on acquiring another faculty member and a larger clinical facility.
The UH Maui College Dental Advisory Committee and industry employers require dental assistants to be trained in the most current technology and equipment. Local dentists and dental supply companies have donated needed equipment and materials, grants have been secured, and students are assessed a supply fee. Despite these efforts, there remains major equipment and supply costs. Dental materials are costly and perishable.
The UH Maui College Dental Assisting program looks forward to the remodel of the existing Noi‘i building, with an estimated move in date of spring 2015. This facility will allow the UH Maui College Dental Assisting and Hygiene Programs to share 10 operatories, allowing increased space and time in the clinical area and efficiency in utilizing our lecturers.
- Effectiveness Indicators
Effectiveness health call for the UH Maui College Dental Assisting Program is Healthy. In spring 2013, the University of Hawai‘i Maui College granted 18 DENT major students the Certificate of Completion certificate. 100% of the dental assisting graduates are working in the dental office, attending UH Maui College Dental Hygiene Program or completing courses in the pursuit to be accepted in the UH Maui College Dental Hygiene Program.
In working with UH Maui College and the Dental Assisting National Board, Dental Assisting students have access to computer testing of the Dental Assisting National Board Exam at UH Maui College, resulting in convenience in the testing process and increased student success. In spring 2012, the DANB board announced a change to their testing policy where assess to testing on Maui would not be allowed beginning January 2013. I requested an exception to this new policy due to financial hardship and strain in having to travel to the closest Pearson Professional Testing Center on Oahu. It was a pleasure to receive an exception to the DANB policy, where students will be allowed to test at the Kahului site.
Due to our historically high DANB passing rate and scores, in spring of 2013, Dental Assisting textbook publisher Elsevier offered our students complimentary pilot review exams for preparation for the DANB exam. UH Maui College Dental Assisting students participated in this pilot program and received valuable test-taking experience and remediation services which contributed to the 100% DANB passing rate.
In academic year 2012-2013,18 of 18 (100%) students received national DANB certified dental assistant certification.
Dental Assisting National Board Exam, 1/1/2012-6/30/2013UH Maui College average performance / Average Performance of other candidates
General Chairside Assisting (GC) / 485 / 458
Infection Control (ICE) / 483 / 449
Radiation Health and Safety (RHS) / 490 / 438
Perkins IV Core Indicators 2012-2013 Analysis
- 2P1 Completion - 18 of 18 students graduated in spring 2013, receiving a Certificate of Completion for 100% (77.78 reported.)
- 3P1 Student Retention or Transfer 100% of full-time students completed the fall and spring sessions (90 reported.) DENT 120 Dental Office Management allows non-program students to enroll. Because they are not program students, these students can only enroll in this class and cannot enroll in any spring DENT courses.This leads to a lower that actual retention rate reported.
- 5P1 Non-trad Participation and 5P2 Non-trad Completion – 4 men applied for the fall 2012 cohort, but none were accepted due to non-competitive selection criteria scores. In fall 2013, 6 men applied and 2 were accepted in the Dental Assisting Program (11%).The Dental Assisting Program is working with non-trad facilitator Miles Woronovich in promoting the Dental Assisting program to men by featuring a male student on our new program rack card. The program continues to make a concerted effort to recruit men to the Dental Assisting Program.
Dental Assisting National Board (DANB) Performance Report
Total # Students Taking DANB Exam / # Students Passed Overall (all 3 parts) Certified Dental Assistant Certification (CDA)2012-2013 / 18 / 18
- Outcome and Goal Achievement
- Program Learning Outcomes
The goals/student learning outcomes of the UH Maui College Dental Assisting Program are to facilitate the development of entry level care providers who:
PLO 1 - Demonstrate an understanding of dental assistant roles including the legal, professional, and ethical responsibilities within the community.
PLO 2 - Demonstrate basic theoretical knowledge and skills in biological science, dental radiology, chairside dental assisting, and business office procedures to support dental assisting practice and build the foundation for an associate degree dental hygiene program.
PLO 3 - Demonstrate a commitment to life-long learning and advancing competency over a lifetime of clinical practice.
Program Map: UHMC Dental Assisting Student Learning Outcomes Grid
Grid of Maui Community College Student Learning Outcomes- Dental AssistingKEY: 3 Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning outcomes. The learner outcome is the focus of the class
2 Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not the focus of the class.
1 Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome but does not get evaluated on this learner outcome.
0 No Emphasis: The student does not address this learner outcome.
Dental Assisting Educational Standards / DENT 120 / DENT 150 / DENT 151 / DENT 152 / DENT
154 / DENT 164 / DENT 165 / DENT 176 / DENT 177
I Demonstrate an understanding of dental assistant roles including the legal, professional, and ethical responsibilities within the community. / 2 / 3 / 3 / 3 / 1 / 1 / 1 / 1 / 1
II Demonstrate basic theoretical knowledge and skills in biological science, dental radiology, chairside dental assisting, and business office procedures / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3 / 3
to support dental assisting practice and build the foundation for an associate degree dental hygiene program
III Demonstrate a commitment to lifelong learning and advancing competency over a lifetime of clinical practice. / 1 / 2 / 1 / 3 / 1 / 1 / 1 / 1 / 1
General Education Standards
Standard 1 - Written Communication
DENT 120 / DENT 150 / DENT 151 / DENT 152 / DENT
154 / DENT 164 / DENT 165 / DENT 176 / DENT 177
Outcome 1.1 Use writing to discover and articulate ideas / 3 / 3 / 2 / 3 / 0 / 0 / 0 / 1 / 1
Outcome 1.2 Identify and analyze the audience and purpose for any intended communication / 3 / 3 / 2 / 3 / 0 / 0 / 0 / 1 / 1
Outcome 1.3 Choose language, style, and organization appropriate to particular purposes and audiences. / 3 / 3 / 3 / 3 / 0 / 0 / 0 / 1 / 1
Outcome 1.4 Gather information and document sources appropriately. / 3 / 3 / 3 / 0 / 0 / 0 / 0 / 1 / 2
Outcome 1.5 Express a main idea as a thesis, hypothesis, or other appropriate statement / 1 / 3 / 0 / 0 / 0 / 0 / 0 / 1 / 1
Outcome 1.6 Develop a main idea clearly and concisely with appropriate content / 1 / 3 / 0 / 0 / 0 / 0 / 0 / 1 / 1
Outcome 1.7 Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics / 3 / 3 / 0 / 0 / 0 / 0 / 0 / 1 / 1
Outcome 1.8 Demonstrate proficiency in revision and editing / 3 / 3 / 0 / 1 / 0 / 0 / 0 / 1 / 1
Outcome 1.9 Develop a personal voice in written communication / 3 / 3 / 0 / 3 / 0 / 0 / 0 / 1 / 0
Standard 2 Quantitative Reasoning
Outcome 2.1 Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and appropriately / 3 / 1 / 3 / 3 / 3 / 0 / 0 / 3 / 3
Outcome 2.2 Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate / 3 / 0 / 3 / 3 / 2 / 0 / 0 / 3 / 3
Outcome 2.3 Communicate clearly and concisely the methods and results of quantitative problem solving / 3 / 2 / 3 / 3 / 2 / 0 / 0 / 3 / 3
Outcome 2.4 Formulate and test hypotheses using numerical experimentation / 0 / 2 / 0 / 0 / 2 / 0 / 0 / 3 / 3
Outcome 2.5 Define quantitative issues and problems, gather relevant information, analyze that information, and present results / 2 / 3 / 0 / 0 / 2 / 0 / 0 / 3 / 3
Outcome 2.6 Assess the validity of statistical conclusions / 0 / 1 / 0 / 0 / 0 / 0 / 0 / 3 / 0
Standard 3 Information Retrieval and Technology
Outcome 3.1 Use print and electronic information technology ethically and responsibly / 3 / 3 / 3 / 3 / 1 / 0 / 0 / 1 / 2
Outcome 3.2 Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology / 3 / 3 / 0 / 2 / 1 / 0 / 0 / 1 / 2
Outcome 3.3 Recognize, identify, and define an information need / 3 / 3 / 0 / 3 / 1 / 0 / 0 / 1 / 2
Outcome 3.4 Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information / 3 / 3 / 0 / 1 / 1 / 0 / 0 / 1 / 2
Outcome 3.5 Create, manage, organize and communicate information through electronic media / 3 / 3 / 0 / 0 / 1 / 0 / 0 / 1 / 2
Outcome 3.6 Recognize changing technologies and make informed choices about their appropriateness and use / 2 / 3 / 2 / 2 / 1 / 0 / 0 / 1 / 2
Standard 4 Oral Communication
Outcome 4.l Identify and analyze the audience and purpose of any intended communication / 3 / 3 / 3 / 3 / 1 / 2 / 2 / 3 / 3
Outcome 4.2 Gather, evaluate, select, and organize information for the communication / 3 / 3 / 3 / 3 / 1 / 2 / 2 / 3 / 3
Outcome 4.3 Use language techniques, and strategies appropriate to the audience and occasion / 3 / 3 / 3 / 3 / 1 / 2 / 2 / 3 / 3
Outcome 4.4 Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion / 3 / 3 / 3 / 3 / 1 / 2 / 2 / 3 / 3
Outcome 4.5 Summarize, analyze, and evaluate oral communications and ask coherent questions as needed / 3 / 3 / 3 / 3 / 1 / 2 / 2 / 3 / 3
Outcome 4.6 Use competent oral expression to initiate and sustain discussions / 3 / 3 / 3 / 3 / 1 / 2 / 2 / 3 / 3
Standard 5 Critical Thinking
Outcome 5.1 Identify and state problems, issues, arguments, and questions containing in a body of information / 3 / 3 / 3 / 3 / 2 / 2 / 2 / 3 / 3
Outcome 5.2 Identify and analyze assumptions and underlying points of view relating to an issue or problem / 3 / 3 / 3 / 3 / 2 / 0 / 0 / 3 / 3
Outcome 5.3 Formulate research questions that require descriptive and explanatory analyses / 0 / 2 / 0 / 0 / 2 / 0 / 0 / 0 / 0
Outcome 5.4 Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis / 1 / 3 / 3 / 3 / 2 / 0 / 0 / 3 / 1
Outcome 5.5 Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence / 0 / 3 / 3 / 3 / 0 / 2 / 2 / 1 / 1
Outcome 5.6 Apply problem-solving techniques and skills, including the rules of logic and logical sequence / 3 / 3 / 3 / 3 / 2 / 2 / 2 / 3 / 3
Outcome 5.7 Synthesize information from various sources, drawing appropriate conclusions / 3 / 3 / 3 / 3 / 2 / 2 / 2 / 3 / 3
Outcome 5.8 Communicate clearly and concisely the methods and results of logical reasoning / 3 / 3 / 3 / 3 / 2 / 2 / 2 / 3 / 3
Outcome 5.9 Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of theirs / 3 / 3 / 3 / 3 / 2 / 2 / 2 / 3 / 3
Standard 6 Creativity
Outcome 6.1: Generate responses to problems and challenges through intuition and non-linear thinking. / 2 / 2 / 1 / 1 / 1 / 1 / 1 / 1 / 1
Outcome 6.2: Explore diverse approaches to solving a problem or addressing a challenge. / 3 / 3 / 3 / 2 / 1 / 1 / 1 / 2 / 2
Outcome 6.3: Engage in activities without a preconceived purpose. / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0
Outcome 6.4: Apply creative principles to apply and express new ideas. / 2 / 0 / 0 / 0 / 0 / 2 / 2 / 3 / 3
Outcome 6.5: Demonstrate the ability to trust and follow one’s instincts in the absence of external direction. / 2 / 0 / 0 / 0 / 1 / 0 / 0 / 1 / 1
Outcome 6.6: Build upon or adapt the ideas of others to create unique expressions or solutions. / 2 / 1 / 0 / 2 / 0 / 0 / 0 / 2 / 2
100% of UHMC Dental Assisting Program courses have student learning outcomes that are aligned with the Program Learning outcomes.