Dental Assisting Program

Transcription

1 Contra Costa College Dental Assisting Program Self Study Spring 2012 Prepared by: Sandra Everhart Revised November 2012

2 Table of Contents Executive Summary 3 Introduction: Overall Description of the Program 9 Data Analysis 14 Instruction 23 Curriculum 29 Student Success 33 Resources 42 Professional Development and Activities 49 Community/Campus Outreach and Articulation 52 Action Plan 58 Recommendation 59 Department Level SLO 61 Content Review & SLO Update 64 Appendices 1 through 11 provided as a separate attachment Page 2

3 Executive Summary It is primarily the responsibility of the Dental Assisting Department to maintain and improve the quality of dental assisting education at Contra Costa College. The purpose of the Dental Assisting Program Self-Study is to evaluate the educational program based upon the extent to which program goals, institutional objectives, community needs, and accreditation standards are met. The quantitative and qualitative assessment of the program will provide the department, validation team, and the institution with the information and data needed to conduct a comprehensive evaluation of the program. Included in this self-study is an overall assessment of instructional methods, curriculum, student outcomes, faculty, staff, resources and outreach activities. Upon completion of the self-study and considering that the Dental Board of California has approved the curriculum and the American Dental Association Commission on Dental Accreditation granted the dental assisting program full accreditation status until 2012, the department chairperson has determined that the dental assisting program has a comprehensive and relevant curriculum with clear objectives. The faculty members are well qualified and participate in professional growth activities related to the academic area. Students are adequately prepared to take the dental board examinations and are provided with the knowledge and skills necessary for employment as a dental assistant. 100% of dentists who participated in the spring 2012 student internship program indicated on the students evaluation forms that the students have the knowledge and skills required for entry level positions in their offices. 86% of the dentists surveyed indicated that if they had a position available, they would hire the intern. Surveys are available upon request. The average passage rate on the dental board examination during the period of May 2006 to April 2010 is 87% which is 5% higher than the average for all schools during that same period. As of August 2012, there was no new data available on the Dental Board s website for 2011 and However, 3 students from the class of 2012, took their state practical board examinations during the first week of November and passed. Appendix 5: Dental Board Results The department participates in numerous outreach activities and takes an active role in developing community partnerships and establishing communication with middle schools, secondary schools, and community agencies. Page 3

4 Program funding, student persistence & attrition remain among the challenges that continue to face the department. Program Suspension / Discontinuance The program is facing the possibility of suspension/discontinuance. When the department was informed in 2011 that it was going to be suspended, it was later determined that the Board policy had not been followed and that the College did not have a policy. In addition, there was no evidence that previous Program Reviews were used to make the decision and that these reviews did not indicate that the dental assisting program should be suspended. As a result, the suspension was reversed, a college policy was developed, and the dental assisting program is now going through the new process to determine if it will be suspended / discontinued. The areas that are the most vulnerable for the program are: Low productivity due to the faculty / student ratios mandated by the Dental Board and American Dental Association Commission on Dental Accreditation. The program will never have high productivity numbers under these circumstances. Program costs are high ($230,000) due to such things as salaries required to maintain the low faculty/student ratios, supplies and materials, accreditation fees, and disposal of hazardous wastes. It is important to note that the Dental Board of California identifies required supplies and the quantity of those required supplies each approved program must have. Low student retention adversely impacts the number of degrees and certificates issued. Students do not enter the program as a cohort and therefore complete all of the non-dental and dental courses at varying times. Some students may take up to 2 to 3 years to complete the non-dental requirements because of pre-requisites, course availability, students work schedules and family responsibilities. Some students who complete the dental core courses begin working as assistants in dental offices and take the remaining courses around their schedule. Even though they may or may not complete the non-dental courses, the fact that they have secured employment satisfies their career or educational goal and also meets one of the program goals. The dental assisting program is a fulltime program and many students just cannot commit to the rigorous schedule. Some have tried to compare the dental assisting students to the nursing students who also have fulltime, rigorous schedules. However, by the time the students enter the nursing program, they are more mature and focused, they have completed 2 years of pre-requisites and have established the skills and secured reliable support necessary to be successful in the program. The dental assisting department has explored making the co-requisite courses required for the major pre-requisites before entry into the program. Those courses include: speech, biological science, psychology, and health education. Other dental assisting programs do not have pre-requisites. Pre-requisite courses would create more barriers for students to enter the program causing many if not all students to go elsewhere. In addition, it may take 2 to 3 years before the program would have a cohort of students who have completed all of the pre-requisite classes. The last study performed by the Office of Research and Planning (prior to 2000) determined that students who did not take the co-requisite courses prior to the dental assisting core courses did not do any worse than those who did take the courses in advance. Appendix 1: Program Discontinuance Form Appendix 2: Dental Board Requirements Page 4

5 Program Funding When the dental department was informed that the dental assisting program was going to be suspended, the funding for the program was also suspended. Even though the suspension of the program was reversed, the funding for the program was not. The department chairperson was able to secure funding ($302,000.00) through a Department of Labor grant in collaboration with the Unity Council to sustain the program during the school year. The grant provided funding for operational costs for one year and new equipment for the dental lab. The Unity Council s main office is in Oakland, CA. Among the Unity Council s strategic initiatives are the following: providing educational resources, improvement of student learning experiences, successful educational and career goal completion, gainful and sustainable employment opportunities, and improvement in the quality of life, partnerships, collaborations, organizational awareness and access. Many of these initiatives are consistent with Contra Costa College s strategic plan and initiatives, and the Contra Costa College District strategic directions for The department chairperson is actively seeking external funding with the assistance of the Unity Council and community dental professionals to continue the program during the school year. The department chairperson is also exploring alternative uses for the dental lab if funding for the 10-month program is not secured. These alternative uses for the lab might include offering feebased courses, contract education training courses, and perhaps minimal dental care services. The Unity Council has recently submitted an extension request for the existing Department of Labor s grant. However, the results of the request may not be confirmed until the middle of the fall 2012 semester. The extension would be through July 2013 or perhaps September Unfortunately, the extension dates may not be sufficient to run an entire 10-month program. Fee-based courses and contract education train courses would be the focus of the department if the extension is granted. Appendix 6: College and District Strategic Initiatives and Directions Job-Outlook According to EDD Bureau of Labor and Statistics, dental assisting is one of the top growth industries and is expected to grow at rates faster than other industries: 31.2% in the East Bay and 25.7% in California. A career as a dental assistant leads to gainful employment with starting salaries ranging from $18.00 to $24.00 per hour. Appendix 7: Labor Market Information Duplication There are no other public or private dental assisting programs offered in West Contra Costa County. Page 5

6 Interest in the Program Past administrators have stated that there was no interest in the dental assisting program at Contra Costa College. However, in 2011 according to a report provided by the Office of Research and Planning, there were 98 declared dental majors. In spring 2012, there were 5 additional new dental majors. Appendix 8: Dental Majors S.W.O.T. Analysis (Strengths, Weakness/Limitations, Opportunities, Threats) Program Strengths: Program is approved by the Dental Board of California Program is accredited by the American Dental Association, Commission on Dental Accreditation until 2012 The curriculum is relevant and comprehensive. Students are adequately prepared for entry level positions as dental assistants Students are adequately prepared to pass dental board examinations Dedicated and well qualified faculty Community partnerships State-of-the-art instructional equipment State-of-the-art laboratory equipment and supplies Program Weaknesses/Limitations: Aging facility: painting, new counters, new flooring in some areas High attrition rates: Contributing factors = 100% of students surveyed have other full or part-time jobs and/or family care responsibilities Low productivity and high cost: due to dental board requirements of low faculty student ratios Inadequate funding for resources and staffing necessary for program sustainability and growth Program Opportunities Page 6

7 Creation of fee-based courses and/or continuing education courses Development of online and hybrid courses Potential for an increase in enrollment due to population growth in the service area Improvement in department website for instruction and marketing Establishing industry partnerships for funding and other resources Program Threats New dental assisting programs in neighboring communities Sustainability due to lack of external funding The dental assisting program has been a valuable component of the Contra Costa College community for over 50 years. It is unfortunate that the department is penalized for its productivity and costs. Particularly, since these are areas influenced by the dental accrediting organizations. With the necessary support and assistance, the program can continue to be an important student, community, academic, and career resource. College and District Initiatives Addressed by the Dental Assisting Program College Initiatives: 1. Improve student learning experiences and successful educational goal completion. The dental assisting department continuously attempted to improve student learning through faculty training in new dental procedures and instructional methodology, acquiring state-of-the-art equipment that met industry standards, and working with CTE counselors to ensure students were developing educational plans that would lead to program completion. 2. Develop strategies to increase student enrollment, to improve college s image, and to create positive public awareness about the College. Page 7

8 There was an increase in student enrollment in the dental assisting program from 2010 to Well - skilled dental assisting students and graduates improves the college s image among dental professionals and the community members who receive their care. New equipment that meets industry standards improves the students learning experiences, enhances the image of the college and its training facilities. Faculty and student participation in career and health fairs helped to create positive public awareness about the college and the program. 3. Utilize research and data to improve College effectiveness The dental assisting department reviewed SLO data, marketing surveys, retention, persistence, and completion information to improve the delivery of instruction and student outcomes. In addition, marketing surveys and enrollment information provided guidance and direction in student recruitment strategies. District Strategic Directions: 1. Student Learning and Success The dental assisting department continuously attempted to improve student learning through faculty training in new dental procedures and instructional methodology, acquiring state-of-the-art equipment that met industry standards, and working with CTE counselors to ensure students were developing educational plans that would lead to program completion. 2. College Awareness There was an increase in student enrollment in the dental assisting program from 2010 to Well - skilled dental assisting students and graduates improves the college s image among dental professionals and the community members who receive their care. New equipment that meets industry standards improves the students learning experiences, enhances the image of the college and it s training facilities. Faculty and student participation in career and health fairs helped to create positive public awareness about the college and the program. 1. Partnerships for Workforce & Economic Development The dental assisting department maintained facilities agreements with the 2 dental schools in San Francisco and various offices and clinics in the community to provide hands-on training for dental assisting students. These partnerships and opportunities were important in assisting the department in training students who developed the knowledge and skills required for entry level positions in dental offices. Page 8

9 In addition, the dental assisting department met regularly with dental professionals and organizations to identify and acquire resources needed to support the students and the program. Appendix 6: College and District Strategic Initiatives and Directions 1. Overview of the program The Dental Assisting program is a comprehensive ten-month program which leads to a Certificate of Achievement. Successful completion of the program qualifies students to apply for the state and national dental board examinations to become registered and certified dental assistants respectively. An Associate in Science degree may be earned by successfully completing a minimum of 60 units of degree credit course work including the major requirements, and breadth requirements. Students must earn a C or better in all courses to graduate from the program. DENTAL ASSISTING PROGRAM PHILOSOPHY The faculty members of the Dental Assisting Department at Contra Costa College share the beliefs that: All people have dental health needs and the right to adequate care to meet those needs. Dental care is a collaborative effort in which dental assisting is a major component. The process of becoming a dental assistant involves the deliberate use of teaching, communication, assessment, planning, intervention, and evaluation to meet the dental health needs of individuals. Dental assistants and registered dental assistants function in a variety of settings to coordinate and plan dental care in conjunction with the dentist. Contra Costa College exists to serve the demands of a democratic society which recognizes and fosters the diversity, integrity and individuality of its members. These demands arise from a community and students motivated by diverse educational needs, preparation and goals. Education for dental assisting in this setting includes liberal and technical education and assists students to develop their potential both as individuals and practitioners. The faculty has recognized that students with diverse backgrounds, experiences, and needs, learn at varying rates and in different styles. We believe that a dental assisting curriculum should allow and assist students to meet their educational and career Page 9

10 goals also in diverse ways. Faculty, using an individualized approach to students, should serve primarily as facilitators, role models and resource persons. The philosophy of the Dental Assisting Program reflects the philosophy of Contra Costa College in that a community college is obligated to serve both the individual and society. Emphasis is placed on assisting students to develop their potential as individuals and practitioners and in preparation of dental assistants able to function skillfully in a variety of settings. Dental assisting has proven itself to be a viable career for both women and men. To be an integral part of a dental care team is, in essence, a professional way of life filled with self-esteem and security and it has everlasting value. DENTAL ASSISTING PROGRAM MISSION / VISION We are committed to excellence, with student success as our primary focus. We will work collaboratively with each other and with the community to provide a safe and inviting environment, excellent and innovative instruction, up-to-date facilities and equipment, comprehensive and caring support services, and strong leadership to ensure that our students are prepared for the future. DENTAL ASSISTING PROGRAM GOALS 1. The goals of the Dental Assisting Program are to assist the students of varying backgrounds and abilities to gain the knowledge, skills and attitudes which will enable them to practice as ethical and responsible dental assistants and develop their potential for personal and professional growth. 2. Upon completion of all requirements, the student is eligible to take the licensing and certification examinations given by the Dental Board of California and Dental Assisting National Board to become a licensed registered dental assistant and certified dental assistant respectively. DENTAL ASSISTING PROGRAM OBJECTIVES 1. To provide a program in which a qualified individual can acquire the knowledge, learn the skills, and develop the attitudes necessary to obtain employment in the health education field as a dental assistant. 2. To provide the dental profession with an adequate supply of personnel trained to a level that they are an immediate and continuing asset to the practicing dentist. Page 10

11 3. To further enhance the performance of the graduates in order that they assume more critical and demanding duties in the dental office reducing the load of the employing dentist and contributing to the total efficiency of the dental team operation. 4. To provide graduates with the capability of monitoring and contributing to the dental health of the community. The program strategies: Use of formal assessment outcomes tools such as surveys and statistical data for ongoing evaluation of the program to determine if goals are being met. Analyzing results of the assessment tools. Assessing and updating the program and curriculum to meet student and potential employers needs based on outcomes. In addition: Developing and implementing an effective marketing program to attract students. Increasing enrollment by 10%. Hiring faculty who are well qualified in curricular subject matter, dental assisting functions and educational methodology. Obtaining up-to-date materials and equipment and maintaining the equipment. Obtaining and utilizing a wide range of learning resources. Identifying and pursuing outside funding sources. The community college dental assisting programs prepare students to become Certified Dental Assistants because their programs are accredited by the American Dental Association Commission on Dental Accreditation. Mt. Diablo Adult Education, Carrington College, Heald s College, and other for-profit schools do not. It is important to note that there are different categories of dental assistants. Here is a partial listing of the various categories: On the job trained dental assistant trained by the dentist to perform minimum direct (OJTDA) patient care procedures Dental Assistant may be trained on the job or may have completed an educational (DA) program but has not taken and/or passed state and national board exams to become licensed or certified. As a result, the dental assistant is also limited to minimum direct patient care procedures Certified dental assistant - a dental assistant who has successfully passed a national (CDA) dental board examination. Certification is valid nationally. Page 11

12 Registered dental assistant - a dental assistant who has successfully passed a state dental (RDA) board examination. Licensure is valid in the state in which the assistant passed the examination because RDA duties vary from state to state. RDA s are able to perform maximum direct patient care procedures legally allowable by the Dental Board of California scope of practice. A few years ago, a report from the American Dental Education Association (ADEA) stated that on the job trained assistants require the least amount of training but the most supervision. Assistants who have received formal training are prepared to perform delegated procedures and legally prescribed scope of practice. The ADEA also stated that the roles and responsibilities of the assistants are restrained by requirements of supervision particularly those of the on-the- job trained assistants.. Some dentists provide on-the-job training for dental assisting positions in their offices. This is not a new phenomenon. As stated previously, on-the-job trained assistants require the least amount of training but the most supervision. In addition, they make approximately $4 less per hour than the registered dental assistant and they typically stay on the job 2 to 2.5 years less than a formally trained assistant. According to a recent AMA Association survey, dental assistants average 6.6 years in dental practices ( The DANB (Dental Assistant National Board) Salary Survey indicates that assistants who are certified stay in the profession on average 15.7 years and with the same employer for 8.7 years, nearly three times as long as non-certified assistants ( Appendix 7: Employment Outlook In order for on-the- job-trained dental assistants to become registered or certified dental assistants, they must work fulltime for approximately one year or two years respectively and challenge the dental board examination. The on-the-job-trained assistants must also take courses to prepare them for the dental boards. The dental assisting department has explored offering these courses. In talking with faculty members at some of the other dental assisting programs who have offered review courses in the past (DVC, College of Alameda, College of Marin), the faculty indicated that it was difficult to fill classes according to their college s requirement. They have since stopped offering the courses at their colleges. In some cases, faculty from other community colleges have started their own private companies Page 12

13 and offer the courses independently at off-campus facilities to avoid class size requirements and other institutional imposed restrictions. The dental assisting department is currently exploring offering these courses and others through contract education or feebased courses in collaboration with industry partners. It appears as though there are different requirements regarding class size. If this alternative is more appropriate, the dental assisting department may offer dental board review courses prior to the Board s examination dates. If this effort is successful, the department will consider offering other courses for dental professionals that may meet requirements for licensure renewal or non-credit courses designed for students interested in a less comprehensive series of dental assisting courses. Possible courses could include but are not limited to: Infection Control, California Law, Dental X-rays, Coronal Polishing, and Pit and Fissure Sealants. These less comprehensive courses would still provide gainful employment opportunities. However, their scope of practice would be limited depending on the status of their licensure. These courses would have to be approved by DIC and CIC. In addition, the Dental Board of California and the American Dental Association Commission on Dental Accreditation would also have to approve the courses in order for students to receive credit through these agencies. There is an application fee of approximately $300 for a dental board provider number for courses offered. In addition, there is a $250 application fee for all courses that are submitted to the dental board for approval. Currently, there are not enough funds in the dental assisting budget to pursue these. The department would need to apply for VTEA funds or other external funding to pay for the application fees and other expenses associated with the development of the courses. Page 13

14 2. Data Analysis and Recommendations A. Number of declared majors In 2012, the Office of Research and Planning provided a list of 93 students that had declared dental as their major over the last 2 years. Of the 93 students, 58 prospective students had not yet enrolled in the dental program. An additional list was provided that identified 5 new students who had declared dental as their major in spring The information on the lists provided indicated that there are 63 potential students who may have enrolled in the dental assisting program during the and perhaps the school year. Appendix 8: Dental Majors B. Majors transfer data N/A The majority of students do not transfer to a four year university upon successful completion of the program. As a result, the department has no data regarding this area. C. & D. Number of students who earn CA and/or AS degrees and % employed The information regarding the number of graduates, CA and AS degrees was obtained from the Contra Costa College Commencement programs. The department chairperson conducted surveys and interviews to obtain information regarding students who are employed, continuing their education or other. In addition, the department chairperson, with the assistance of Admissions and Records staff, researched the year that each graduate initially entered the dental assisting program students graduated with both a CA and AS degree 1 graduate was from the class of Page 14

15 1 graduate was from the class of graduate was from the class of graduate is currently enrolled in a dental hygiene program; 1 student is completing patient care procedures required for program completion; 1 student is a stay-at-home mom. Note: 2 of the graduates will be confirmed once they have completed patient activities that could not be completed due to equipment failure resulting in their inability to clear an incomplete grade. Of the 2, one is in dental hygiene school and it is doubtful that she will return to complete here patient activity. As a result, only 1 of the three graduates was actually confirmed students graduated 2 students with both a CA and AS degree; 9 students with a CA Note: 1 student was listed under Culinary Arts (Amber Cleveland). 1 graduate was from the class of she withdrew and returned in graduates were from the class of graduates were from the class of graduate s original class enrollment is unknown 3 graduates were from the class of graduate is a stay-at-home mom 4 graduates are working 2 graduates are completing patient care requirements 4 graduates activity is unknown at the time this report was prepared Note: 7 of the graduates will be confirmed once they have completed patient activities that could not be completed due to equipment failure resulting in their inability to clear an incomplete grade. As a result, only 4 of the 11 graduates were actually confirmed. Appendix 4: Graduation Program Excerpts 2011 and 2012 Page 15

16 E. Student satisfaction The department welcomed suggestions and made changes if and where appropriate. There is a suggestion box located at the front of the classroom for students to place there comments, questions or concerns. In addition, students were encouraged to meet with the faculty anytime there was a concern. Students were informed of their rights and the process to file complaints or grievances. During the last faculty evaluation cycle (2009 & 2010), all faculty members exceeded standards in most areas and met the standards in the remaining areas which were rated by the students. Students were asked about their experience in the program, internship locations and faculty role and assistance. The students responses on the last survey indicated that they were pleased with the faculty, felt that the faculty members were available, and provided appropriate and regular assistance and guidance. See page for sample survey used to determine student satisfaction. Page 16

17 F. Program meets a documented labor market demand. Considering 94.3% of all dental assistants work in private dental offices as per EDD s Detail Occupational Guide, the dental assisting department made every attempt to make potential employers more aware of the program as a resource for job applicants through increased marketing efforts. The department prepared students for entry level positions in the dental office and the internship program was an opportunity to show case the students and their level of competency. Each year there are students who are offered positions before they have completed the program. Because there are 6 dental assisting programs in Contra Costa County and 1 for profit school that has opened in Emeryville, it is critical that our students are competent and competitive, our program is visible, and the dentists think of CCC graduates first for positions that are available. Projections: According to the EDD Detail Occupational Guide ( the total annual job openings from in California are 2,060, and 133 in the East Bay Area. In California, the number of dental assistants is expected to grow much faster than the average growth rate for all occupations. Employment positions are expected to increase by 25.7% in California, 11,900 jobs between In the East Bay Area, jobs are expected to increase by 31.2%, or 830 jobs between Appendix: 7 Employment Outlook It is important to point out that students are mobile. Some graduates have secured employment in East Contra Costa County, Alameda County, Marin County and San Francisco County in addition to West Contra Costa County. While the number of job positions in private dental practices posted in the Contra Costa Times and the West County Times and the California Labor Market Info web site is low and misleading, dental assistants are able to find employment at dental schools and dental insurance companies in addition to private practices. Dentists frequently call the dental assisting program to post positions available in their practice instead of posting positions in the paper. Page 17

18 Based upon the employment outcomes, students do not seem to have difficulty finding jobs. Those that are not employed continue their education. A few do not seek employment for various reasons as presented earlier in this report. Dental Assistants will continue to be in high demand in California for the next 10 years or more. The needs of a growing population with greater retention of natural teeth will increase the demand for dental services and ensure the employment and need for Dental Assistants for many years to come. `The dental assisting program has a JOBS board listing opportunities available. The department reviews want ads in the local paper and notes the number of employment opportunities listed. There are several online job sites and temporary agencies that students are referred to for employment opportunities Many of our students have children and are raising them on one salary. Graduates have the challenge of finding a position that meets her/his financial need. Even though average hourly salaries range from $18 to $24, some dentists in West County (as recently as this year) are offering hourly salaries below this range. The department made every effort to elevate the community s awareness and perception of the role of a dental assistant. This effort may eventually have an impact on the salaries offered. G. Program does not represent unnecessary duplication of man power training. The department has determined that Contra Costa College offered the only dental assisting educational program in West Contra Costa County (public or private). However, there are six dental assisting programs that prepare students to become Registered Dental Assistants in Contra Costa County (Contra Costa College, Diablo Valley College, Mt. Diablo Adult Education at the Loma Vista Site, Carrington College and Heald College). Carrington College has opened a dental assisting program in Emeryville. This location may compete for students in West Contra Costa County and areas along the I-80 corridor such as El Cerrito, Albany, Kensington and Berkeley. Page 18

19 In an effort to minimize the impact of the opening of Carrington College in Emeryville, the department chairperson prepared a flyer that was sent to prospective students, local dentists and their staff, counselors and various departments at Contra Costa College and community agencies. This flyer compared the costs, services and value of attending Contra Costa College versus for-profit schools. See page 67 and 68. Page 19

20 H. Program s effectiveness As indicated previously in this report, 100% of dentists who participated in the spring 2012 student internship program indicated on the students evaluation forms that the students have the knowledge and skills required for entry level positions in their offices. 86% of the dentists surveyed indicated that if they had a position available, they would hire the intern. The average passage rate on the dental board examination during the period of May 2006 to April 2010 is 87% which is 5% higher than the average for all schools during that same period. There is no new data available on the Dental Board s website for 2011 and % of the graduates of the class of 2011 are working and/or continuing their education in the dental field. 80% of the graduates of the class of 2012, who the department successfully contacted, are working and/or continuing their education or patient care requirements. The average enrollment and persistence in Dentl 120C, Dentl 122B, Dentl 123B, and Dentl 131 through spring 2011 was 14.5 students. In 2012, this figure increased to 17 students. The department continued to acquire new state-of-the-art equipment which simulated equipment used in the industry in an effort to ensure that the learning experiences were relevant and enhanced. The information above supports the College s Strategic Initiative 1: Improve student learning experiences and successful educational goal completion and Strategic Initiative 2: Develop strategies to increase student enrollment, to improve the college s image and to create positive public awareness about the college. Reports provided by the Office of Research and Planning showed a decrease in productivity from FA 2009 to SP This was primarily due to the additional x-ray labs that were added with faculty- student ratios of 1-6. Appendix 3: Office of Research and Planning & Core Indicators by Top Code It is important to again note that the department s productivity is influenced by dental accreditation guidelines regarding faculty/student ratios. These guidelines are designed to protect the health and safety of the students because of the potential of accidental exposure of others to ionizing radiation or injury when using high-speed dental drills and harmful products such as phosphoric acid. Depending on the course, according to ADA Accreditation Standard 3-10 and/or the Dental Board of California, the faculty student ratio may be as low as 1:6 during dental radiology (x-rays) and 1:6 during clinical practice sessions or as Page 20

21 high as 1:10/1:15 during laboratory, pre-clinical instruction (in dental materials, and chairside assisting). As long as these guidelines exist, the productivity will remain below the desired college/district level. In previous years, the department was encouraged to have at least 20 students enrolled in each dental assisting course. The department would often over-enroll students in the summer in anticipation of student attrition. Appendix 2: Dental Board Requirements Page 21

22 Other outcomes data Other outcomes to be considered: The dental assisting department feels it is important to identify other successful outcomes of the whole class not just the number of graduates such as student employment in the dental field and/or continuing education in pursuit of dental certificates or degrees. These outcomes are consistent with the Dental Assisting Departmental SLO s. C/O 2011 There was an average of 14.5 students enrolled in the dental assisting courses by the end of the spring 2011 semester. At the time of this report, 6 out of the 14.5 students have graduated. Of these six: 1 is at home caring for children, 1 is in a dental hygiene program, 3 are completing dental patient requirements, 1 student s activity is unknown). Of the remaining 8 students: 2 are working as dental assistants, and 2 are finishing patient care requirements and/or are continuing their education to earn a CA or AS degree. One student is pregnant and staying at home, 1 student changed her major, and 2 students activities are unknown at the time of the report. C/O 2012 There was an average of 17 students enrolled in the dental assisting courses by the end of the spring 2012 semester. 4 out of the 17 students enrolled in the spring of 2012 have graduated. All 4 are working as dental assistants. Of the remaining 13 students: 1 student changed her major, 5 students are working as dental assistants while continuing their education and completing patient care activities, 3 are continuing their education to earn a CA or AS degree and/or completing patient activities, 3 students activities are unknown, and 1 student is working in a non-dental field while studying for her dental boards. Statistics at comparable institutions The productivity at the DVC dental assisting program is lower than that of CCC. The number of completers is higher at DVC. Appendix 3: Office of Research and Planning & Indicators by TOP Codes (memo from Tim Clow regarding productivity) Page 22

23 3. Instruction A. Assurance that instruction covers the course content as identified in the course outline of record Instructors provide instruction consistent with the course outline of record. B. Methods used to maintain the integrity of academic standards and achieve consistency within the discipline The dental assisting program is accredited by the American Dental Association, Commission on Dental Accreditation. The program is also approved by the Dental Board of California. Each of these organizations provides a task analysis, which identifies the contents that must be included in the curriculum. In addition, the department consults with advisory committee members, dental professionals, students, and alumni to determine whether the curriculum meets the needs of the industry. Course outlines are updated as needed within the guidelines specified by the accrediting agencies. The department chairperson is in the process of completing content reviews for all dental courses. The dental assisting program participates in an on-site accreditation review every 5 to 7 years. A yearly accreditation survey and evaluation is completed every year and submitted to the Dental Assisting National Board. The state dental board conducts random audits of program contents and program policies and procedures as well as other standards. As previously stated, the program is accredited by the American Dental Association, Commission on Dental Accreditation and is approved by the state dental boards. These organizations provide task analysis identifying the contents that must be included in the curriculum and conduct regular on-site audits or accreditation visits to evaluate the curriculum and program policies and procedures as well as other standards. Objective grading criteria is established for each course. Courses with multiple sections use the same grading criteria. Grading distribution by course is evaluated to determine if there are any unusual patterns developing. The department conducts regular meetings to discuss any concerns. Faculty members participate in staff development workshops and are evaluated by peers and students. Page 23

24 C. How SLO Assessment results have led to improvement in instruction and learning Reviewing assessment results has allowed the department to focus on the strengths and weaknesses of the delivery of instruction and the impact it has on student learning. Faculty members have: increased active learning techniques to include: more student discussions, reflections on what and how the students are learning, and making the learning relevant so students can apply theory to practice made greater efforts to provide prompt feedback to assist students in focusing their learning implemented more realistic time to present material to increase effective learning provided more opportunities for students to demonstrate their abilities encouraged collaborative learning activities The above have contributed to improved student effort, learning, and comprehension. D. Writing skills, quantitative reasoning and critical thinking The Office Management courses (Dentl 124A and B) require the students to prepare thank you letters, cover letters, resumes, and correspondence typical in a dental office. Students must complete a log of activities requiring the students to provide a description of patient services provided and a selfevaluation, which must be written using complete sentences. These assignments are required for Dentl 130 and 131, Clinical Practice Internships. Calculating fractional drug dosages, reconciling a bank statement, preparing payroll, basic accounting procedures, calculating insurance deductibles and co-payments are examples of quantitative reasoning skills included in the curriculum. In addition, each student is responsible for keeping track of her/his academic progress in each course using a point system. Peer evaluation forms developed for each class require the students to calculate their classmates total points and average score for each procedure. Critical thinking skills are reinforced in many activities. For example, students are given information about a patient s condition. Based upon signs, symptoms, medical history, and previous experiences, the student must make decisions about appropriate action(s) to take and must justify the action(s). During discussions regarding ethics, jurisprudence, and risk management students Page 24

25 may be presented with an ethical dilemma. Students must make a decision and justify that decision after evaluating all options and considering factors that contributed to the dilemma. Students were encouraged to take the English and math assessment tests to determine areas of weakness and appropriate course selection prior to entry into the program. The CTE counselor assigned to dental assisting followed up with the students and scheduled dates for them to take the tests if they had not done so. The counselor provided the students and faculty with the students results, her assessment/evaluation of the scores, their needs, and recommendations. The department has considered making the assessment tests a requirement rather than a strong recommendation. Students who successfully completed math and English classes above the recommended level (according to their transcripts) were not required to take the examination. There is an area on the dental assisting program application package check list and program application that has a check off for the completion of the assessment tests. See pages for application check list and pages for program application. E. Instructional strategies that involve students in the learning process Peer evaluation was a part of all lab courses. Students receive instruction and demonstrations on lab procedures. These procedures are practiced while being observed and evaluated by a classmate. Some of the lab activities were structured so that the students were graded based upon their partner s performance. This provided an opportunity to take an active part in their classmates learning process because of the impact on their grade. Students made individual and group presentations about topics being covered for a particular class. Students had small group discussions about reading assignments or activities or experiences during their clinical internships. Open mouth examinations were sometimes given. Students worked in groups when taking a test. Students had to prove and convince their classmates of the best answers for the examination questions and the justification. Students selected the answer as a group. They shared the grade for better or worse. Students were encouraged to form study groups when reviewing course content or studying for examinations. Students were encouraged to share strategies that worked for them when attempting to learn new material or procedures. Periodically, faculty members asked students to identify teaching techniques that were the most helpful and/or provide suggestions on how to present material differently to maximize their learning. Working together and sharing information helped to increase the students learning and understanding of the curriculum. When students were actively involved in the learning process their efforts and outcomes often improved because they felt like they were partly responsible for and had a certain level of control over their learning. Page 25

26 F. Use of technology in instruction The required textbooks used have CDs with activities to enhance the lecture and lab activities presented in the classroom (activities, games, quizzes, additional electronic resources). The department and library houses tutorials on CDs and DVDs andvhs for self paced instruction to enhance the lecture and lab presentations. Faculty members have attended staff development workshops on power point presentations and the use of the Internet in instruction. State-of- the- art equipment was acquired to provide students with skills necessary for the industry. X-ray equipment with digital x-ray capabilities, intra-oral cameras, digital extra-oral cameras, ECG machines, CAD-CAM (computer assisted design - computer assisted manufacture) of crowns, are examples of industry technology that have been incorporated in the curriculum. In addition, the department has a SMART classroom. Feasibility studies of on-line courses, telecourses, pod casting, virtual hypermedia instruction, virtual lecture/discussion, virtual simulation, modular instruction and alternative scheduling of courses were/are ongoing. G. Alternative scheduling approaches The department has surveyed prospective and existing students to determine the days and times that appeared to be most convenient for taking classes: full-time day, part-time day, full-time evening, part-time evening, weekend, combination: day, evening, and weekend. To date there have not been enough prospective and/or existing students who favored evening and weekend courses. The department recognized that with the changing student and institutional needs, it had to explore options. The department recognized that with one full-time instructor and two part-time faculty members, some alternative scheduling approaches may be difficult to implement. The department has considered a modular curriculum. However, based on previous enrollment trends, it is doubtful that there would be 20+ students in each module. Page 26

27 H. Innovative teaching approaches The following approaches may not be innovative, but they have been successfully used: Case studies Peer evaluation Group exams open mouth (as explained previously) Group and individual presentations Audiovisual presentations Student written ungraded review exams Dental Jeopardy students consult with their group about the appropriate question within a limited period of time. When the time runs out, the group may win or lose points based upon the difficulty of the question. The students enjoy the competition with the other groups. They have to think fast. Timed competitive skills tests I. Opportunities for learning outside of the formal classroom Field trips Dental Labs, Dental Schools, Dental Offices, and Dental Supply Companies The students were able to observe the process for fabricating dentures and crowns and orthodontic retainers. They were also given instruction on the proper way to complete a laboratory prescription to ensure the patient s prosthetic appliance was made correctly. Information regarding job opportunities and employment qualifications is provided. Students were given a demonstration on the different x-ray exposures performed by an x-ray technician. These exposures are in addition to traditional exposures taken in a general dental practice. Information regarding job opportunities and employment qualifications is provided. A local dentist provided instruction and demonstration of the use of 3D imagery equipment. Page 27