DHYG 2070 Community Dental Health MASTER COURSE SYLLABUS PREREQUISITES: DHYG 2010, DHYG 2020, DHYG 1030, DHYG 2050

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1 DHYG 2070 Community Dental Health MASTER COURSE SYLLABUS PREREQUISITES: DHYG 2010, DHYG 2020, DHYG 1030, DHYG 2050 COREQUISITES: DHYG 2080, DHYG 2090, DHYG 2110 SEMESTER(S) OFFERED: Fall CLASS HOURS: 1 LAB HOURS: 4 CREDIT HOURS: 3 COURSE DESCRIPTION: Provides students with a broad understanding of dental health education in the health care system and an objective view of the significant social, political, psychological, and economic forces directing the system. Prepares students to promote oral health and prevent oral disease in a community by meeting specific dental health needs of community groups. Topics include dental research literature evaluation, epidemiology, community dental care assessment, community dental care provision, preventive counseling for groups, group oral health education, dental care systems, biostatistics, and sociological concepts related to dentistry. Student Learning Outcomes: Upon successful completion of this course, the student should be able to: COURSE OUTLINE, CONTENT, AND SPECIFIC OBJECTIVES: I. Course Introduction; General Principles of Health Education and the Learning Process as applied to Dental Health Education; Literature Critique and Abstracts; Research Define dental health education and promotion.

2 Describe health education and promotion principles. Discuss the evolution of health education. Outline the different learning and motivation theories. Describe how a dental hygienist could best educate a population. Give examples of health education in individual and group education settings. II. An overview of Dental Public Health, the U.S. Dental Care Delivery System and the role of the Dental Professionals in Dental Care; Introduction of Biostatistitics and Literature Review; Planning for Community Programs Development of Presentation Materials Describe the history of dental hygiene in relation to dental public health. Define dental public health. List and describe the current public health preventive modalities practiced today. Defend the need for preventive modalities in dental public health practice. Define the historical development and mission of the American Dental Hygienists Association. Describe the state of dental health in the United States. List the government agencies related to dental hygiene. Compare the federal, state, and local presence of government in dental care delivery. Define the dental hygienist employment opportunity ratio. Describe dental hygiene labor force issues. Define need, supply, demand, and utilization. Describe the reasons for conducting research in dental hygiene. Define the purpose of dental hygiene research. List and explain the various research approaches. Compare research designs. Describe the process of lesson plan development. List and describe teaching strategies. List the characteristics of an effective teacher. Develop a lesson plan. III. Development of Effective Dental Health education Programs; Paying for Dental Care; Recognizing Cultural Differences; Describe current methods of payment for dental care. Describe mechanisms (e.g. HMO, dental insurance and unions) for the purchases of dental care. Define and apply terminology associated with financing dental care. List the different insurance plans available for dental care. Describe the role of the government in financing dental care. Describe the evolution of dental hygiene in other countries. Define the roles of dental hygienists in other countries.

3 Describe the demographics and educational preparation of dental hygienists in other countries. Compare dental public health programs in other countries. List and define the international professional organizations involving dental hygiene. Discuss the regulation of dental hygienists in other countries. Define and describe data analysis and interpretation. Identify data by its type and scale of measurement. Define and describe descriptive and inferential statistics. Select and compute appropriate measures of central tendency and measures of dispersion. Describe and construct frequency distributions and graphs. IV. Geriatric and Pedodontic Health Strategies; Biostatistics continued; Inclass/lab presentation of community program materials, including instruction/information and methods Discuss the benefits of primary prevention programs, including fluoridation, sealants, and oral health education. Describe the importance of community water fluoridation as a public health measure. List specific skills children will learn during planned activities. Present alternative teaching methods. Identify potential community partners for addressing a local oral health issue. Compare and contrast community program development with individual patient care. Describe the crucial aspects of effective program development. Discuss the relationship between socioeconomic position and oral health disparities. Identify age-related oral changes commonly found in the older adult. Discuss oral changes that occur as a result of diseases or medications. Explain potential alterations in the dental hygiene process of care that need to be considered when treating an older adult. Recognize the values and beliefs associated with oral health and disease within a defined-age stratum. Describe the evolution of dental care product production. Defend the dental hygienist s value in advocating the use of effective dental care products and treatment modalities. Educate the public in dental care product evaluation. Effectively critique dental research reported in dental publications. Employ illustrate dental health education principles and implementing community health presentation, including media utilization.

4 V. Epidemiology of Dental Diseases; Community Presentation: K-5 Define oral epidemiology and related terms. List and describe the publications reporting oral epidemiology Describe oral epidemiology and its relationship to dental hygiene. Describe the current epidemiological issues of disease. Recognize and use written and electronic sources of information. Give examples of measures used in dental disease prevention and control. Evaluate published clinical basic science research and integrate this information of improve the oral health of the patient. Solve problems and make decisions based on accepted scientific principles. Demonstrate the ability to communicate professional knowledge verbally and in writing. VI. Indices; Community Presentations Discuss the measures that can be used to assess the oral health status of a community. List and define the goals of various dental indexes. Compare and contrast the clinical measures used in oral health surveillance. Describe the basic steps necessary to complete an oral health needs assessment. Utilize, interpret, and analyze indices for patient assessment. Identify individual and population risk factors and develop strategies that promote a health-related quality of life. Assess the oral health needs of the community and the quality and availability of resources and services. Assess the dental needs of a target population through use of various dental indices, program planning, implementation, and evaluation. Evaluate the outcomes of community-based programs and plan for future activities. Determine and record the state of health of individuals and groups. Describe the purpose and procedure for specific index. Correlate index scores with current oral health practices and procedures. VII. Prevention of Dental Diseases and Strategies; Community Presentations Identify oral health programs at the national, state, and local level. Discuss the essential public health services for oral health. Describe the four phases of organizing an effective community oral health program. Define goals and objectives. Describe trends in overall health during the last 20 years.

5 Describe the prevalence of dental caries and dental fluorosis in U.S. Children. Describe the prevalence of dental caries, periodontitis, and tooth loss in U.S. adults. Describe the prevalence or oral and pharyngeal cancer in the U.S. Outline the disparities in oral health status in the U.S. Discuss the determinants of oral disease in humans. Identify individual and population risk factors and develop strategies that promote a health-related quality of life. Assess the oral health needs of the community and the quality and availability of resources and services. VIII. Program Evaluation in Health Care; Community Presentations Define target populations to whom dental hygienists may provide services. Describe cultural diversity. Describe the effect culture has on dental hygiene care. List barriers to dental hygiene care. Describe the various program planning paradigms. Define the dental hygiene program planning paradigm. Describe various dental public health programs. Develop a dental public health program plan. Identify services that promote oral health to prevent oral disease and related conditions. Assess, plan, implement, and evaluate community-based oral health programs. Describe the mechanisms of program evaluation. Compare qualitative and quantitative evaluation. Determine outcomes of dental hygiene interventions (reevaluation) using indices, instruments, exam techniques, and patient self-report. Use screening, referral and education to bring consumers into the health care delivery system. IX. Careers in Public Health; Positions in the Public Health Setting Define dental public health careers. Describe various governmental opportunities. Define dental hygiene positions in these areas. Provide dental hygiene services in a variety of settings, including offices, hospitals, clinics, extended care facilities, community programs, and school. List the populations most in need of dental hygiene care. Describe the paradigm for creating a dental hygiene position. Develop protocol for a newly developed dental hygiene position.

6 Promote the values of good oral and general health and wellness to the public and organizations within and outside the professions. Be able to influence consumer groups, businesses, and government agencies to support health care issues. Use screening, referral, and education to bring consumers into the health care delivery system. Evaluate reimbursement mechanisms and their impact on the patient s access or oral health care. X. Ethical and Legal Principles; Community Experiences Review Describe the characteristics of a profession. Identify responsibilities that contribute to professional behavior and attitude. Identify clinical professional responsibilities, focusing on patient care and patient-operator interactions. Understand the underlying ethical theories that are the foundation of ethical principles. Identify and describe the ethical principles guiding ethical behavior and decision-making. Identify the purpose of a professional code of ethics. Describe the concept of the common good. Describe the concepts of cultural competence, cultural sensitivity, and cultural knowledge. Define an ethical dilemma. Describe the steps outlined in the ethical dilemma resolution framework. Apply the ethical dilemma resolution framework model to ethical dilemmas encountered in community settings. Identify common sources of law. XI. Table Clinic Presentation List and define the elements necessary for a Table Clinic Presentation. Base the subject on scientific and current data. Clearly define the central idea and disclose idea in a well organized and logical sequence. Choose visual aids which are clearly related to the subject, are appropriate and effective. Conduct the presentation in a dignified and professional manner. Display competency, knowledge, and skills in the subject area. Include a handout which effectively summarizes the clinic and lists references

7 REQUIRED TEXT: Nathe, C. (2011) Dental Public Health, Contemporary Practice for The Dental Hygienist, Pearson Prentice Hall. Third Edition ISBN-13: Wilkins, E.M. (2009) Clinical Practice of the Dental Hygienist. Williams and Wilkins. 10 th edition ISBN-13: SUPPLEMENTARY MATERIALS: Handouts REQUIRED EQUIPMENT/TOOLS/RESOURCES: Grading Scale: The grading scale is detailed in the Catalog and Student Handbook and listed below for reference. All faculty members follow this scale when assigning grades to reflect a student s performance in the classroom. Grade: Numerical Equivalent: Grade Point: A/A* B/B* C/C* D/D* F/F* Effective Summer Quarter 2006, Athens Technical College replaced the S/U grading system used for learning support classes with an A* - F* grading system. The registrar uses an asterisk (A*, B*, C*, D*, F*, W*, WF*, WP*) to designate learning support course grades on transcripts and grade reports because these grades are not components of the quarterly grade point average. GRADING POLICY AND CRITERIA: Evaluation criteria and procedures will consist of three or four multiple-choice examinations. All exams are comprehensive, covering all previous material. In addition, students enrolled in DHYG 2070 will establish a contract with the instructor that will determine their final field/lab grade. Requirements include completion of two sets of learning objectives and lesson plans for elementary school children. One set should be applicable for grades K-3; the other set applicable for grades 4-5. Completion of one set of learning objectives and lesson plans for nursing assistants employed in a long-term care facility. Attendance and completion of field experiences. GRADING METHOD: Exam I = 20%; Exam II = 20%; Final Exam = 20% Teaching Objectives & Lesson Plans & Abstract & Literature Critique=5%; Program Planning & Evaluation = 5%; Lab/Field Experiences = 15%; Table Clinic=15% Failure to achieve a 70% overall average may result in scholastic probation or dismissal from the program.

8 If a student misses a scheduled exam, the student is expected to take a make-up exam at the discretion of the instructor within five days of the missed exam. Make-up exams are developed on a more difficult level than the original. If an exam is missed due to an unexcused absence, the student will receive a zero for that exam score. Students have three (3) days following the review of an exam to discuss the grade with the instructor. Academic Support Center: The Academic Support Centers of Athens Technical College (ATC) provide free tutoring for enrolled students. Both instructors and peer tutors provide tutoring in almost all subjects offered by the college. Information about the Center is accessible via the ATC website at To find out the specific services available on the Athens, Greene, and Walton Campuses, please call (706) To contact the Academic Support Center on the Elbert County Campus, please call (706) Attendance Regular class attendance is important and expected. The college considers both tardiness and early departure from class as forms of absenteeism. Students absent from class for any reason are still responsible for all work missed. Instructors have the right to determine whether work missed can be made up and have the liberty to set reasonable expectations for attendance based on frequency of class meetings and on the instructional delivery method, subject, type, and level of the class. Class attendance policies will be clearly stated for students by their respective instructors on separate documents (course outlines/schedules) or appendices to the master syllabus. Course Withdrawal Students may withdraw from a course without academic penalty until the midpoint of the term. Students withdrawing after the midpoint of the term receive grades of WP Withdrawal Passing, or WF Withdrawal Failing. Students who stop attending class(es) without formally withdrawing risk earning a final grade of F, which will appear on the academic transcript. Withdrawing from a course may impact financial aid status, academic standing, and GPA. Refer to the ATC Catalog and Student Handbook for further details. Course Technology Course addendum will provide details concerning the use of technology in the course. Course schedule types include web-enhanced taught face-to-face; online taught online using the internet, may require proctored exam; hybrid class time is split between face-to-face and online; video conference taught at two or more campus locations simultaneously with instructor located at one of the classroom locations. More details are available on the Athens Technical College website. Continuation of Instruction In the event of severe weather or other emergency, students will be expected to continue participating in learning activities via ANGEL, Athens Technical College , or other modality. Instructors will provide a plan

9 for the continuation of instruction. Work Ethics: To fulfill the responsibility to teach essential workplace ethics, the college provides students instruction in, and evaluates students on, the following ten work ethics traits: attendance, character, teamwork, appearance, attitude, productivity, organizational skills, communication, cooperation, and respect. To best equip students for successful workplace experiences in their chosen profession, instruction and evaluation takes place in the context of their program of study. Academic Honesty Academic honesty is expected at all times. Any student found to have engaged in academic misconduct such as cheating, plagiarism, or collusion is subject to disciplinary sanctions as outlined in the Student Code of Conduct detailed in the ATC Catalog and Student Handbook. See the following link for the complete Academic Honesty policy. Students are also advised to complete the tutorial on Academic Honesty available here: Americans with Disabilities Act It is our goal at Athens Technical College to provide equal access to education for all students. Any student with a documented disability is eligible to receive reasonable academic adjustments and auxiliary aids in the classroom and/or for testing at Athens Technical College, as long as appropriate documentation of the disability has been submitted to the Disability Services Office in a timely manner. Students can access the application packet on our website. Cell Phones and Electronic Devices Cell phone use in the classroom for non-instructional purposes, with the exception of receiving emergency notifications, is prohibited. Food/Drinks in Classroom Food and beverages (other than water) are not allowed in classrooms/labs. Communication with ATC Faculty and Staff Students, faculty, and staff must use Athens Technical College and ANGEL accounts for all collegerelated communications. Students are obligated to check their and ANGEL accounts on a regular basis, preferably daily. Warranty of Graduates The Technical College System of Georgia warranties every graduate of technical programs in which students may earn technical certificates of credit, diplomas, or associate degrees. The warranty guarantees that graduates demonstrate the knowledge and skills and can perform each competency as identified in the industryvalidated standards established for every program of study. If one of our graduates educated under a standard program or his/her employer finds that the graduate is deficient in one or more competencies as defined in the course/program standards, Athens Technical College will retrain the employee at no instructional cost to the employee or the employer. This guarantee is in effect for two years after graduation. TEACH Act According to the TEACH Act of 2002, Athens Technical College is obligated to advise you that instructional

10 material included in this course may be subject to copyright protection. As such, you must not share, duplicate, transmit, or store the material of this course beyond the purpose and time frame explicitly stated in the syllabus of your course. If you are not certain whether a particular piece of material is covered by copyright protection, you should contact your instructor and obtain his/her written clarification. Failing to observe copyright protection is a violation of law. Competency Areas: Lesson Plans and Learning Objectives Program Planning and Evaluation Article Review/Abstract Core Competencies: HP.6 Evaluate and utilize methods to ensure the health and safety of the patient or client and the dental hygienist in the delivery of dental hygiene CM.1 Assess the oral health needs of the community and the quality and availability of resources and services. CM.2 Provide screening, referral, and education services that allow clients to access the resources of the health care system. CM.3 Provide community oral health service in a variety of settings. CM.4 Facilitate client access to oral health services by influencing individuals and organizations for the provision or oral health care. CM.5 Evaluate reimbursement mechanisms and their impact on the patient or client s access to oral health care. CM.6 Evaluate the outcomes of community-based programs, and plan for future activities. PC.5a Determine the outcomes of dental hygiene interventions using indices, instruments, examination techniques, and the patient or client self-report. READING ASSIGNMENTS: Students are expected to have read the material assigned prior to the lesson for that week. LESSON I: Nathe Ch. 8, 9 LESSON II: Nathe Ch. 1 7; 18, 19; 9 (continued) LESSON III: Nathe Ch. 18, 19 (continued) LESSON IV: Nathe Ch. 16, 17 LESSON V: Wilkins Ch. 20 LESSON VI: Wilkins Ch. 20 LESSON VII: Nathe Ch ; Wilkins Ch 23 LESSON VIII: Nathe Ch (continued) LESSON IX: Nathe Ch. 20, 21 LESSON X: Handout Given This syllabus is only a guide as to the expectations a student may encounter in this course. Topics at times may be amended when unforeseen circumstances arise beyond the instructor s control. Every effort will be made to give the students adequate notice. dhe 5/9/12

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