Educational Standards for Dental Therapy Programs

Transcription

1 Educational Standards for Dental Therapy Programs THE COMMUNITY CATALYST ADVISORY PANEL REPORT 2014 ADEA Annual Meeting March 17, 2014 San Antonio, TX 2011

2 Community Catalyst Community Catalyst is a national non-profit advocacy organization that works with national, state and local consumer organizations, policymakers and foundations to build consumer and community leadership to improve the health care system supporting consumer advocacy networks that impact state and federal health care policy, and ensure consumers have a seat at the table as health care decisions are made. On Dental Therapy, Community Catalyst is working with consumer groups in five states: Vermont, Ohio, New Mexico, Kansas and Washington

3 AGENDA 10:30-10:40 Moderator and Introduction Allan Formicola, DDS, MS * 10:40-10:50 Overview of the process to develop standards Frank Licari, DDS, MS 10:50-11:05 Competence domains and supervision Karl Self, DDS, MBA 11:05-11:20 Rationale for a two year program, program director Mary Willard, DDS 11:20-11:35 CODA update on draft DT Accreditation Standards John Williams DMD, MBA 11:35- Noon Q & A and Discussion * A.J. Formicola serves as a consultant to the W. K. Kellogg Foundation and assisted the panel s work

4 Introduction Panel convened by Community Catalyst: December 2012-September 2013 Calls for Standards for Institutions from the five states working with Community Catalyst Supported by a grant from the Kellogg Foundation Follows up AAPHD Curriculum Panel Evans C. The principles, competencies and curriculum for educating dental therapists: a report of the American Association of Public Health Dentistry Panel. JPHDF 71(2):S9-S19;2011 Report is available:

5 Educational Standards for Dental Therapy Programs Advisory Panel Frank Licari, DDS, MPH, MBA Roseman University of the Health Sciences College of Dental Medicine

6 Educational Standards for Dental Therapy Programs Advisory Panel Panel Members Frank Licari, DDS, MPH, MBA, Roseman University (Chair) Ruth Ballweg, MPA, PA-C, University of Washington Darren Berg, DT, Saskatchewan, Canada Colleen Brickle, RDH, RF, EdD, Normandale Community College Caswell A. Evans, DDS, MPH, University of Illinois at Chicago Karl Self, DDS, MBA, University of Minnesota Mary Willard, DDS, DHAT, Anchorage, AK

7 Educational Standards for Dental Therapy Programs Advisory Panel Panel Observers Leon Assael, DMD, University of Minnesota Suzanne Beatty, DDS, Metropolitan State University Reviewers Ann Batrell, MSDH, ADHA Pamela Steinbach, RN, MS, ADHA Judith Buchanan, DMD, PhD, University of Minnesota Todd Hartsfield, DDS, Arizona School of Dentistry and Oral Health William Hendricson, MS, MA, UTHSCSA Julie Satur, MH,Sci, PhD, University of Melbourne Lisa Tedesco, PhD, Emory University

8 Educational Standards for Dental Therapy Programs Advisory Panel First Convened: December 2012 Concluded: October Primary Issues 1) Length of the Program 2) Degree/Certificate Granted 3) Program Director Qualifications 4) Supervision

9 Dental Therapy Competence Domains and Supervision Karl Self, DDS, MBA University of Minnesota School of Dentistry

10 Competence Domains Five Competence Domains build upon the work of the AAPHD Panel Minimum standard of competency Allows flexibility for educational programs Competency statements mirror that of other providers

11 Competence Domains Domain 1 Assessment and Judgment 12 competency statements Domain 2 Preventive Care (per protocol) 6 competency statements

12 Competence Domains Domain 3 Therapeutic Care (provide treatment that is based on previously approved protocols) 11 competency statements

13 Competence Domains Domain 4 Pharmacological and Emergency Management (per protocol) 5 competency statements Domain 5 Professional and Community Responsibility 10 competency statements

14 Principles [U of M and AAPHD] The standard of care taught to dental therapists will be identical to that taught to dental students Health promotion and disease prevention will be core elements of the educational program Education will occur in a professional environment to ensure graduates are prepared to work in a team setting

15 Supervision Supervision by a licensed dentist as part of a collaborative oral health care team Standards are not intended for independent practice Definition of supervision and collaboration will vary among states and tribes

16 Educational Standards for Dental Therapy Programs Topics Director of DT Educational Programs Rational for a Two-Year Educational Program Mary E. Williard, DDS Director, DHAT Educational Program Alaska Native Tribal Health Consortium

17 DT Program Director Responsible for fulfilling the program s mission and goals, including program organization, operation, fiscal management, evaluation, and development If the Program Director is not a licensed dentist, then they must have a dental director who must be licensed and supports the program director through continual involvement in the program

18 Two-year DT Educational Programs Review of the Global Literature* Two-year education is the tradition. Decrease cost to student, decreased time to practice Quality of care provided by DT is excellent DT Improve access to care Summary of findings** Providing technically competent care safely and appropriately under general supervision of dentists Successfully treating cavities and helping relieve pain for patients without previous access to regular care Patient satisfaction high * Prepared by: David A. Nash, Jay W. Friedman, Kavita R. Mathu-Muju, Peter G. Robinson, Julie Satur, Susan Moffat, Rosemary Kardos, Edward C.M. Lo, Anthony H.H. Wong, Nasruddin Jaafar, Jos van den Heuvel, Prathip Phantumvanit, Eu Oy Chu, Rahul Naidu, Lesley Naidoo, Irving McKenzie and Eshani Fernando Supported by the W.K. Kellogg Foundation ** Evaluation of the Dental Health Aide Therapist Workforce Model in Alaska, Final Report October 2010, Wetterhalll, et.al, Research Triangle Institute, Int.

19 Two-Year DT Programs Work Improved Access and Quality 81 communities in rural AK > 40,000 people Continuity of care Higher level of care possible Dentist working up to their licensure 10 year retention rate 83% DHAT Aurora Johnson, NZ Educated

20 Two-Year DHAT Curriculum Year 1 Basic health sciences Basic dental concepts Professional role development Introduction to clinic Patient and facilities management DHAT Students Kate Kohl, Trisha Patton dissecting a cow heart Year 2 Clinical year Expansion of concepts learned in first year Extractions Community project Village dental rotations

21 Demographics of the existing US dental workforce Dentists: 86% White 6.9% Asian/Pacific Islander 3.4 African American 3.4 Hispanic 0.2 American Indian *1 Dental hygienists: >90% non Hispanic white *2 DHATs: 98% American Indian/Alaska Native *1. Current Demographics and Future Trends of the Dentist Workforce, Institute of Medicine, The U.S. Oral Health Workforce in the Coming Decade: A Workshop February 9, 2009, Richard W. Valachovic, D.M.D., M.P.H., Executive Director, American Dental Education Association *2. Dental Hygiene at the Crossroads of Change, Environmental Scan Marsha Rhea and Craig Bettles

22 Creating Access to Dental Education For some students, the only way to get into a health career is to take it a chunk at a time. Requiring a bachelor s degree would make health careers inaccessible to many people. -- Carolyn O'Daniel, Dean of Allied Health and Nursing, Jefferson Community and Technical College in Kentucky * * Colleges worry about degree creep in health care, by Ellie Ashford. Published August 10, Community College Times, American Association of Community Colleges

23 Two-Year DT Educational Program Rationale problems with degree creep in nursing: a lack of qualified faculty to teach baccalaureate programs, a decline in workforce diversity, deceased access to health care in rural areas, and a decline in job satisfaction and morale if health care workers feel their skills and knowledge are not fully used. -- Barbara Jones, president of South Arkansas Community College (SouthArk) * * Colleges worry about degree creep in health care, by Ellie Ashford. Published August 10, Community College Times, American Association of Community Colleges

24 Community Catalyst Panel Educational Standards for DT Programs GOAL: To assist States now considering DT Legislation To inform accrediting bodies Community Catalyst Panel of experts DT Educators Dental Therapists Dentist Supervisors Both a process and a product, accreditation relies on integrity, thoughtful and principled judgment, rigorous application of requirements, and a context of trust. the process stimulates evaluation and improvement while providing a means of continuing accountability to constituents and the public.* *The Principles of Accreditation: Foundations for Quality Enhancement Southern Association of Colleges and Schools Commission on Colleges

25 DHAT Educational Program 4200 Lake Otis Parkway Suite 204 Anchorage, AK Mary E. Williard, DDS DHAT training: ANTHCsmile on Facebook and twitter website: Div. of Community Health Services- DHAT education