MASTER COURSE SYLLABUS

For

DEN 232 : COMMUNITY DENTAL HEALTH

COURSE DESCRIPTION

This course provides a study of the principles and methods used in assessing, planning, implementing, and evaluating community dental health programs. Topics include epidemiology, research methodology, biostatistics, preventative dental care, dental health education, program planning, and financing and utilization of dental services. Upon completion, students should be able to assess, plan, implement, and evaluate a community dental health program.

Prerequisites: Enrollment in the Dental Hygiene Program

Corequisites: None

Class Hours: 2        Lab Hours: 3        Clinical/Work Exp.: 0        Credit Hours: 3

STUDENT LEARNING OUTCOMES

Develop and produce a bulletin board for dental health education in collaboration with a peer student

  • Plan, develop, and produce a bulletin board for dental health education which has good harmony, balance, contrast, shape, accurate information and one simple idea.

Discuss, in general terms, the philosophy of dental public health

  • Define Dental public health.

  • Discuss the philosophy of public health in general terms.

  • Discuss how public health differs from private practice.

  • State 3 forms by which services can be given.

  • State the progression of responsibility for individuals for health.

  • Discuss the role of government in public health by stating:
    • Name of agencies.
    • Population group served by each.
    • Function of each.

  • Discuss the role of the dental hygienist in dental public health.

  • Discuss the current trends in dental and allied dental personnel supply and demand.

Prepare, present and evaluate dental health education material for groups

  • Discuss various learning theories and principles: (50 minutes)
    • State and discuss 4 methods by which health education can be given.
    • Discuss the differences between individual and group instruction.
    • Discuss 3 approaches to health education.
    • Discuss the difference between androgogy and pedagogy.
    • Discuss motivation.
    • Define learning and discuss the levels of learning.

  • Make necessary preparations for teaching dental health education: (50 minutes)
    • Discuss the need for audience assessment and methods to assess.
    • Given the needs of a group, write objectives in behavioral terms to meet those needs. (50 min)
    • Develop a lesson plan for a dental health education unit that includes:(100min)
      • Focus and review
      • Statement of objectives
      • Teacher input
      • Guided practice
      • Independent practice
      • Closure
      • Evaluation
    • Discuss development and use of instructional materials (30 min)
    • List sources for dental health education materials. (30 min)

  • Present an age appropriate dental health education lesson with attention to: (30 min)
    • Communication and interaction skills.
    • Teaching skills.
    • Use of instructional materials.
    • Use of audiovisual hardware.

  • Evaluate the effectiveness of the dental health education lesson. (30 min)

  • Discuss the limitations and factors involved in school programs of dental health education. (50 min)

  • Discuss the limitations and factors involved in community programs of dental health education. (30 min)

Discuss Prevention of Dental Disease on a Community Basis

  • Define the following:
    • Prevention.
    • Primary prevention.
    • Secondary prevention.
    • Tertiary prevention.

  • Discuss the importance of knowledge of a disease and culture when developing policies to promote preventive care.

  • Discuss the criteria for an ideal public health measure.

  • Discuss community fluoridation as it relates to:
    • Discovery of benefits.
    • Effectiveness for caries control.
    • Safety.
    • Effects on teeth at different levels of concentration.
    • Annual cost per person.
    • Social and political resistance to implement fluoridation.
    • Strategy for implementation.
    • Effectiveness on community basis.

  • Discuss school water fluoridation as it relates to:
    • Need.
    • Concentration of fluoride.
    • Effectiveness for caries control.
    • Limitations.
    • Controlling agency in NC.
    • Effectiveness on community basis.

  • Discuss fluoride mouth rinse programs as they relate to:
    • Type of fluoride used.
    • Effectiveness for caries control.
    • Dosage.
    • Procedure.
    • Limitations.
    • Cost.
    • Effectiveness on community basis.

  • Discuss the effectiveness of other forms of fluoride in terms of caries control and effectiveness on a community basis.

  • Discuss the efficiency and effectiveness, on a community basis, for the following of :
    • Pit and fissure sealants.
    • Nutritional counseling.
    • Plaque control.

  • Discuss methods, on a community basis, for prevention and control of:
    • Periodontal disease.
    • Oral cancer.
    • Oral clefts.
    • Malocclusion.

Discuss Epidemiology and How It Relates to Dental Disease

  • Define the following terms:
    • Epidemiology.
    • Epidemic.
    • Endemic.

  • Identify role of host, agent, and environment in the disease process.

  • Define and apply the following divisions of epidemiology:
    • Descriptive.
    • Analytical.
    • Experimental.

  • Discuss the advantages and limitations of the following types of studies:
    • Prospective cohort.
    • Case.
    • Cross sectional.

  • Discuss ways in which epidemiological studies influence the practice of dentistry both in the private office and in the community.

  • Discuss and compute incidence and prevalence.

  • Discuss the following factors as they relate to the prevalence of oral disease:
    • Gender and age.
    • Race.
    • Urban vs. rural communities.
    • Socioeconomic status.

Discuss Factors that are Affecting the Practice of Dentistry

  • Define need, demand, and utilization as related to dental services.

  • Describe barriers to utilization including physical, cultural language, economic, age, educational, and dental manpower:
    • Discuss strategies to remove barriers to utilization.

  • Discuss those demographic characteristics that affect the practice of dentistry:
    • Declining birth rate.
    • Declining caries rate.
    • Increased elderly population.

  • Discuss the status of dental personnel in the US.

  • Discuss the various delivery care systems and their advantages and disadvantages:
    • Private practice.
    • Group practice.
    • HMO.
    • Capitation clinics.
    • Retail and franchise practices.
    • Public programs.
    • Mobile dentistry.

  • Discuss methods of payment for dental services and their limitations:
    • Out of pocket.
    • Third party payment.

  • Discuss methods of reimbursement to the dentist including:
    • UCR payment plan.
    • Fee schedule payment plan.

  • Discuss other provider type arrangements which pay for dental services:
    • Fee-for-service: open panel.
    • Fee-for-service: participating provider.
    • Fee-for-service: IPA/PPO model.
    • Capitation: staff model groups.
    • Capitation: IPA model.

Community Program Planning

  • Define planning.

  • State the steps, in order, for planning a community program.

  • Review a community program identifying assessment, implementation, and evaluation.

  • Discuss assessment:
    • Discuss the reasons an assessment is done.
    • Discuss the subjective information needed to develop a profile of a community/target population.
    • Discuss and develop tools to assess the dental health knowledge, values, and attitudes of a community target population.
    • Discuss, define, and apply the following dental indices for measuring:
      • Dental caries:
        • DMFT/DMF.
        • DMFS.
        • Def.
      • Periodontal disease.
        • PMA.
        • GI.
        • PI.
        • PDI.
      • Plaque and calculus.
        • OHI-S.
        • P1I.
      • Malocclusion.
        • OI.
        • WHO criteria.
      • Oral cancers and clefts.
      • Dental fluorosis.
        • CFI.
    • Discuss the selection and calibration of examiners.
    • Assess a community to determine need.

  • Discuss analysis of assessment data.

  • Identify program goals, objectives, priorities.

  • Given a set of circumstances, determine what resources should be used.

  • Discuss how constraints might be determined.

  • Discuss the decision process for meeting objectives.

  • Discuss formative and summative evaluation as they relate to community programs.

Discuss Research Methodology

  • Define research.

  • Discuss the purpose of oral health research.

  • Discuss the research process.

  • List and discuss the elements for judging professional literature.

Discuss Biostatistics and Apply Concepts to their Community Group

  • Define biostatistics.

  • State 4 uses of biostatistics.

  • Discuss the importance of statistics and explain the use of:
    • Descriptive statistics.
    • Inferential statistics.

  • Define population and parameter.

  • Define sample and statistic and discuss each of the following:
    • Random sample.
    • Stratified random sample.
    • Systematic sample.
    • Convenience sample.

  • Develop and/or interpret the following:
    • Frequency distributions.
    • Bar graph.
    • Histogram.
    • Frequency polygon.
    • Scatter diagram.

  • Define, compute, interpret and give advantages and limitations for:
    • Mean.
    • Median.
    • Mode.

  • Define, compute and interpret the following:
    • Range.
    • Variance.
    • Standard deviation.

  • Explain the characteristics of a standard normal curve.

  • Define and interpret correlation coefficients.

GRADING SCALE

A Excellent 4 Grade Points Numerical grade of 90 - 100
B Above Average 3 Grade Points Numerical grade of 80 - 89
C Average 2 Grade Points Numerical grade of 70 - 79
D Below Average 1 Grade Point Numerical grade of 60 - 69
F Failed 0 Grade Point Numerical below 60
WP Withdraw Passing 0 Grade Point Issued if the course is dropped after the
census date and on or before the 50% point
of the course unless the instructor issues
a WF based on extenuating circumstances
WF Withdraw Failing 0 Grade Point Issued if the course is dropped after the
50% point of the course or the instructor
chooses based on extenuating circumstances

ATTENDANCE REQUIREMENT
SCHOOL OF HEALTH AND PUBLIC SERVICES

Regular, prompt attendance is essential for academic success. Students should strive for perfect attendance. It is recognized, however, that students may be absent from class occasionally. Students should reference the instructor's syllabus to determine the attendance requirement for this course. The instructor is responsible for enforcing the attendance requirement. It is the student's responsibility to withdraw from the course. Students may complete the withdrawal process in the Advising Center. Students may receive a grade of WP if they withdraw from a course by the 50% point/date of the course. Any student withdrawals that occur after the 50% point will result in a grade of WF. Exceptions to the "WF" grade may exist if the student has a mitigating circumstance. Students are encouraged to discuss withdrawal options with the faculty member and complete the withdrawal process in the Advising Center.

DISABILITY STATEMENT

If you have a documented disability and wish to discuss academic accommodations, please contact Frank Pait, Counselor for Students with Disabilities, at extension 4222, in the Learning Assistance Center (LAC) located on the first floor of the Cuyler A. Dunbar Building (CAD).

If you are a student with a mobility impairment and have a class in a multi-story building, please discuss evacuation plans with your instructor.

RELIGIOUS OBSERVANCE STATEMENT

Students shall be permitted excused absences from all classes two days per academic year for religious observances required by their faith. The absences requested in accordance with this policy are "one of" and not "in addition to" any absences otherwise permitted by the faculty for a class. The excused absence request must be submitted by the second class meeting and a minimum of two (2) weeks in advance of the absence. Please contact your instructor for the required forms.

ACADEMIC HONESTY POLICY

Students at CVCC are expected to be honest in all academic pursuits, whether class, lab, shop, or clinical. Acts of academic dishonesty are considered unethical and subject to behavior sanctions. Examples of academic dishonesty include, but are not limited to the following:

1. Sharing information about the content of quizzes, exams, classroom/lab/shop/clinical assignments (scheduled or make-up) without approval of the instructor including but not limited to unauthorized copying, collaboration, or use of notes, books, or other materials when preparing for or completing examinations or other academic assignments (scheduled or make-up).

2. Buying, selling, or otherwise obtaining a copy of a quiz, exams, project, term paper, or like document, without approval of the instructor.

3. Plagiarism, which is defined as the intentional representation of another person's work, words, thoughts, or ideas (from any source) as one's own.

4. Failing to follow approved test taking procedures by performing such acts as:
  • Looking on another student's test
  • Use of unauthorized notes; written, electronic, or otherwise
  • Changing answers after exam is scored
  • Verbal, non-verbal, or electronic communication with another student during an exam

Instructors have the authority to impose either a warning, probation, or dismissal from the class for acts of academic dishonesty relative to classes under their supervision.

Students have an obligation to report any acts of academic dishonesty to the instructor or appropriate campus authority when reasonable grounds exist for such a report. Students also have a responsibility to cooperate in the investigation of any alleged acts of academic dishonesty. Failure to report acts of academic dishonesty could result in a behavior sanction as outlined in the Student Conduct Policy, Policy 3.18

CVCC EMERGENCY PROCEDURES

To Report a Serious Emergency Dial 911 from any campus phone or 911 from mobile phones; then dial 711 (Campus Safety & Security) from a campus phone.

For specific CVCC emergencies guidelines, please refer to the CVCC Emergency Guidebook

Lockdown

Quickly get all persons behind a locked door, close blinds, lock all windows/doors, and turn off lights. Sit against an interior wall away from windows and doors (hide). Keep cell phones ON in silent mode or vibrate. Do not leave the locked area until notified by a known CVCC administrator or by law enforcement that the emergency is over.

Seek Shelter (tornados, hurricanes, etc.)
Move to hallways and/or other inner rooms. Stay away from windows and doors. Sit on floor facing the inner wall and shield head with hands. Remain in shelter until notified by CVCC administration or by emergency personnel that the danger is over.

Building Evacuation
Leave the building immediately and proceed to a parking lot location at least 300 feet from the building. Do not delay to retrieve books or other personal items. Do not use elevators. Do not touch suspicious objects. Stay clear of the building once outside. Faculty should take class rosters if possible and account for all students at evacuation locations. Report any special assistance needed to CVCC faculty/staff or to emergency personnel. If you are aware or suspect someone is trapped in a threatened building, notify CVCC faculty/staff or emergency personnel. Remain at your building evacuation location until further instructions are provided by CVCC administration or by emergency personnel. In case of bomb threat, avoid using cell phones and wireless devices; this may detonate the bomb.

Smoke, Fire or Hazardous Materials
Activate the nearest fire alarm. Before attempting to fight a fire, notify someone nearby. Never attempt to fight a fire larger than wastebasket size. Close doors and windows to isolate the problem if the situation permits. If trapped in a building during a fire, use wet towels or cloths to protect you from flames and smoke. Stop/drop/roll if your clothes catch on fire. Do not open doors that feel hot. Always stay between the fire and an exit. Stay low to the floor as you try to exit.

Personal Emergencies
Unless you feel threatened, stay with the victim until emergency personnel arrive. Avoid contact with bodily fluids. Stay calm and try to minimize panic. If the person is conscious, ask if he/she is a High School student (if so, include this information in your 911 call).

Emergency Procedures Revised: April 4, 2012


Cell phone backup to 711 Campus Safety & Security:
828-514-7025

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