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DHYG-1215-001 Community Dentistry
The principles and concepts of community public health and dental health education emphasizing community assessment, educational planning, implementation and evaluation including methods and materials used in teaching dental health education in various community settings.
Student ResourcesStudent Resources Website
Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:
Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact your advisor, the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.
(2 sem hrs; 1 lec 4 lab)
On Campus Course
Students MUST have the CURRENT edition of all required textbooks and must bring textbooks to ALL scheduled class sessions.
Fourth Edition by Christine French Beatty
End-of-Course Objective
Design a dental hygiene program plan that meets the needs of a target population; categorize the governmental, sociological, environmental, and culture concerns of the community; and describe the principles and concepts of community public and dental health education and evaluation.
Chapter Objectives
Chapter One:
1. Define and relate the terms health, public health, dental public health, community health, and population health.
2. Identify public health problems within a community.
3. Identify public health measures or solutions; relate them to public health problems.
4. Define dental disease as a chronic public health problem with public health solutions.
5. Compare the components of private practice and public health practice.
6. Explain the role of the government in public health practice.
7. Identify core functions of public health and the essential public health services; relate the essential services to the core functions.
8. Identify the current issues and limitations of dental public health.
9. Describe the future potential and challenges of dental public health.
Chapter Two:
1. List and explain public health career options for dental hygienists.
2. Discuss public health careers as a means of addressing the problem of access to oral health care.
3. Compare and contrast various alternative oral health careers in alternative practice settings.
4. Discuss levels of supervision and reimbursement regulatory changes in alternative practice settings.
5. Identify and describe various careers to do with alternative workforce models, as well as define educational requirements for each.
6. Discuss the concept of interprofessional collaborative practice (ICP) in public health practice and provide examples.
7. Discuss the disconnect between oral health care and overall health care; discuss the future of ICP in oral health care.
8. Identify and describe specific careers categorized by the American Dental Hygienists' Association's (ADHA) designated roles of the dental hygienist; describe the relation of public health to the ADHA's designated roles of the dental hygienist.
Chapter Three:
1. Discuss the mission of public health and how the collaborative efforts of many organizations have worked together to enhance the recognition and validity of public health professions.
2. Explain the importance of assessment as a core public health function.
3. Describe the roles of public health professionals in assessment.
4. Discuss the basic terms and concepts of epidemiology.
5. Describe the conceptual models that illustrate the determinants of health.
6. Identify the determinants of health that affect the health of individuals and communities, especially in public health.
7. Identify the specific stages of a planning cycle.
8. Discuss a community oral health improvement process.
9. Describe the main steps followed and key activities undertaken in a community oral health assessment, and compare and contrast the different methods of data collection that can be used in community health assessments.
Chapter Four:
1. Discuss the national Healthy People initiative and its significance; relate it to surveillance.
2. Recognize the Healthy People 2020 national oral health objectives.
3. Identify and discuss the Leading Health Indicators (LHI) and their progress.
4. Describe the use of surveillance in relation to oral health.
5. Compare and contrast the procedures and methods used in oral health surveys.
6. Discuss measures used to assess oral diseases, oral conditions, and related factors in populations for the purposes of surveillance; relate them to tracking progress on Healthy People 2020 objectives and oral health indicators.
7. Identify and utilize sources of oral health surveillance data for program planning purposes and discuss the future considerations for oral health surveillance.
Chapter Five:
1. Describe the burden of oral disease globally and in the United States.
2. Identify indicators for oral health included in the Healthy People 2020 national oral health objectives.
3. Describe the social effects of oral disease.
4. Discuss the oral health status and trends in the United States.
5. Explain the oral health disparities and inequities among population groups.
6. Describe the methods of financing dental services in the United States and issues related to these financing mechanisms that enhance or detract from oral health care.
7. Explain the issues related to the adequacy of the oral health workforce, as well as the future outlook and recommendations.
8. Describe how teledentistry can be used to enhance workforce capacity and improve access to oral health care.
9. Describe the infrastructure and capacity of dental public health programs and future outlook.
10. Discuss the factors that influence oral health in populations and the future changes recommended to improve access to oral health care.
Chapter Six:
1. Describe oral health in the community and identify oral health programs at the national, state, and local levels.
2. Describe the five steps of the community program planning process that are necessary to organize an effective community oral health program.
3. Explain how program goals and objectives are used in program planning, implementation, and evaluation; develop specific, measurable objectives for community oral health programs using SMART + C objectives.
4. Explain water fluoridation in terms of its history, effectiveness, mechanisms of action, safety, recommendations, cost, optimal level, and approaches recommended for a fluoridation campaign to be able to defeat antifluoridationists.
5. Discuss the benefits of primary prevention programs, including various fluoride modalities, sealants, and oral health education, and recommendations for conducting these programs.
6. Describe the goals, mission, and oral health component of Head Start, and explain the potential for the dental hygienist in a Head Start program.
7. Discuss secondary and tertiary oral health programs.
8. Identify the various funding streams, programs, initiatives, and structures to finance oral health services through public health systems.
Chapter Seven:
1. Explain the importance of research in relation to dental hygiene practice.
2. Describe evidence-based decision making (EBDM), explain the levels of evidence used for EBDM, and relate EBDM and the levels of evidence to research.
3. Explain the importance and the use of the scientific method in researching questions related to dental hygiene practice.
4. Differentiate between the research hypothesis and the null hypothesis of a research study.
5. Contrast qualitative and quantitative research and describe the use of each in relation to dental hygiene.
6. Recognize various research designs and explain the characteristics and uses of each one.
7. Explain sampling, describe sampling techniques and their uses, and explain the importance of sample size.
8. Describe the groups used in experimental, quasi-experimental, and observational studies and describe the use of randomization and matching to form groups.
9. Explain variables: compare and contrast the independent and dependent variables; explain the significance and relationship of relevant and extraneous variables.
10. Explain research procedures that control errors and bias in research in relation to blinding, length of study, sampling, collection of data, treatment of data, and other important considerations.
11. Explain validity, reliability, and associated terms relative to data collection and generalization; describe how to control them.
12. Explain the standards of ethically conducting research.
13. Explain the types of data and measurement scales and the significance of each.
14. Do the following in relation to the presentation of data and data analysis:
a. Compute and use the mean, median, and mode to summarize data; compute and use measures of dispersion to define distribution curves.
b. Discuss the uses of and interpret the results of various statistical techniques: correlation, percentiles, and inferential statistics.
c. Develop and use different types of chart displays to present data; determine which type of graph to use with different types of data.
d. Determine when it is appropriate to use parametric versus nonparametric statistics.
e. Explain the percentiles (68%, 95%, and 99%) of the normal distribution.
f. Contrast the use of different inferential statistical tests: t-test, Analysis of Variance (ANOVA), confidence intervals, chi-square, Wilcoxon signed-rank test, and Mann-Whitney U test.
g. Explain probability, statistical significance, power, and the role of sample size in relation to power and statistical significance.
h. Explain the p value required for statistical significance and its relationship to inferential statistical tests.
i. Explain the statistical conclusion.
j. Explain the difference between and how to prevent type I and type II errors.
15. Express the importance of and the criteria for evaluating dental literature; review a research report related to dentistry or dental hygiene; and explain the differences between clinical significance and statistical significance.
Chapter Eight:
1. Discuss the scope of health promotion and the wide range of activities involved.
2. Apply various health promotion strategies, theories, and models to situations for promotion of oral health.
3. Discuss ways to assess needs of diverse populations before designing health promotion and health communication strategies.
4. Describe health communication in relation to health information technology, as well as how to appropriately frame health messages using the four P's of marketing.
5. Identify strategies for delivering health information to consumer groups by using materials, activities, communication pathways, and evaluation methods that are based on needs and characteristics of the target populations.
6. Follow a sequence of steps in the health communication process when developing, implementing, or evaluating a health communication plan or project.
7. Discuss the points to consider when developing consumer-oriented health communications.
8. Outline the basic considerations, advantages, and limitations of various formats for communicating scientific information to health professionals such as poster presentations, oral papers, roundtable discussions, and web-based presentations.
9. Identify and take advantage of opportunities for personal growth and development in health promotion, health communication, and health information technology.
Chapter Nine:
1. Discuss why healthcare systems are in crisis domestically and globally.
2. Discuss the concepts of social responsibility and professional ethics and how they relate.
3. Discuss the various opinions surrounding healthcare access as a right or a privilege.
4. Discuss the government's role in healthcare delivery in the United States (U.S.).
5. Discuss your professional responsibility in relation to policy development, access to care issues, workforce, and patient responsibility for health actions.
6. Facilitate patient confidentiality and patient responsibility in accordance with applicable legislation, methods of communication, and ethical codes.
7. Identify the roles of governmental organizations, nongovernmental organizations, and healthcare professionals as they operate within a community in relation to policy development and advocacy to strengthen the oral healthcare delivery system.
8. Discuss the functionality of an interprofessional oral health workforce model.
9. Collaborate in a leadership role with community partners and interprofessionally to achieve health promotion goals for individuals and communities.
10. Describe the responsible use of social media to effectively communicate risk to patients, families, communities, society, and peers.
11. Describe oral health professionals' responsibility relative to domestic violence.
Chapter Ten:
1. Describe key demographic, social, and cultural shifts and trends influencing oral health among culturally diverse groups in the United States (U.S.).
2. Describe oral health disparities in the nation and relate them to the diversity of the population.
3. Describe the components of culture and how culture is formed, and explain how culture affects health.
4. Explain the importance of culture and cultural competence in relation to oral health care.
5. Describe the role of federal and state guidelines and requirements in relation to cultural competence in health care.
6. Describe, compare, and contrast models that are used in the development of cultural competence.
7. Describe, compare, and contrast models that can be used to apply strategies and approaches that enhance cross-cultural encounters and cross-cultural communication in oral healthcare settings.
8. Describe patient-centered care and compare and contrast patient-centered care and cultural competence; discuss the role and responsibility of the dental hygienist with respect to cultural competence and the provision of culturally competent oral health care.
9. Describe health literacy and its relationship to culture, cultural competence, and oral health; explain the role of the dental hygienist in improving health literacy and describe culturally competent ways to increase health literacy of the population.
Chapter Eleven:
1. Define and discuss service-learning as experiential learning.
2. Clarify the stages of service-learning.
3. Discuss the benefit of using service-learning for interprofessional collaborations.
4. Consider interprofessional strategies in service-learning.
5. Discuss the purpose and strategies for risk management in service-learning.
6. Apply service-learning to dental public health practice, and integrate public health resources in service-learning.
Chapter Twelve:
1. Identify tips for examination preparation.
2. Develop guidelines for answering multiple-choice test items and community testlets.
3. Develop an overview of the National Board Dental Hygiene Examination (NBDHE).
4. Answer community oral health questions that employ the formats used on the NBDHE.
5. Utilize critical thinking skills to take a mock NBDHE examination consisting of community cases for practice and increase level of personal confidence in preparing for the NBDHE..
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If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
The Amarillo College Dental Hygiene Program has specific policies which apply to student conduct within the program. These policies may be implied or written. The course syllabus and the program manual are sources for specific student conduct policies for dental hygiene students at Amarillo College.
Professional Standards
Assignments and Examinations
The course will consist of chapter examinations, multiple lab projects, and a Final. Refer to the course calendar for the schedule of material to be covered in each class or lab period and the tentative examination dates. Also, please note the provisions of the Make-Up Policy in this syllabus for missed examinations. Chapter examinations will be objective in nature (true/false and multiple choice, matching). The Final will be for the entire course.
Grading Criteria
Lab Projects
A. Lab projects are to be completed and signed as acceptable and/or graded along with your detailed Time Log Sheet containing hours of documented lab project time on the log sheet
B. Written Report for each project
C. Some of the Projects
When the students are not going on a project with an instructor, they will be doing a Self Project. They will create a project, contact the appropriate people, and make a schedule for the project date. They will do a project outline describing what they hope to accomplish. The students will gather the necessary supplies, and do the project. They will bring back pictures if possible, an outside evaluation form from the person who is in charge of the group, and a report of what they learned. Many of the students choose to go to schools from kindergarten to College. They also do Community Projects in the special needs area, health fairs, Boy scout and Girl Scout meetings. They must present their ideas of Community Projects to the instructor to get permission to do the project, and suggestions on what could be done.
D. Also a research project or paper will need to be done and the Theme will be:
“Epidemiology Pattern of Oral Diseases”
From Accreditation Standards “Community dental health is concerned with the knowledge, attitudes, skills, and behaviors necessary to promote oral health and prevent oral disease through organized community-based efforts. The content of such programming must provide accurate and evidenced-based information and promote only those that reliable research data have shown to be effective and safe”.
“The student will be able to demonstrate knowledge and skills in oral epidemiology and research methodologies.” …
‘Epidemiological patterns of oral diseases and epidemiological methods of investigation include':
1. Methodologies utilized in oral health research.
2. Biostatistics in oral health research.
3. Epidemiological reports such as: Healthy People 2010, Surgeon General’s Report on Oral Health,
Surgeon General’s Call to Action.
Please write a research paper concerning this the epidemiology pattern of oral diseases.. You must find 5 articles to include in your research paper. You will find some references in your book that may be used. You will find many articles on the internet, they must be peer reviewed, and scientifically based.
1. You may pick an oral disease to research the epidemiology pattern of.
or
2. You may do a paper on the epidemiology pattern of general oral diseases in a certain populations.
Please start with the WHO Strategies and approaches in oral disease prevention and health promotion, handed out today. Relate your paper to this WHO strategy. Please include in your paper some possible action programs which may be implemented to reduce the amount or severity of the oral disease, or reduce the incidence in the study population. Please include the 5 articles you have used. This paper should be comprehensive and referenced. It should be 3-5 pages long. Please include the 3 methods of investigation as stated above. This Paper will be Due by March 19, 2018
A= 93-100%
B = 83-92%
C = 75-82%
F = Below 75%
Note: A grade of “D” is not possible in this course.
In order to pass the course, a student must achieve a final grade of 75% and meet all requirements of the course. All students are considered mature enough to seek faculty assistance and to monitor their own progress in meeting course requirements. Students who continually fall below the minimal level of 75% on graded material should seek assistance from the course faculty.
Make-up Policy
If a student is absent on the day when a major examination is given, the student may make-up the missed work as follows:
1. It is the responsibility of the student to make arrangements with the instructor within 24 hours of returning from the absence to reschedule the examination
2. The missed work must be made up within TWO Amarillo College school days where the day ends at 4:00 pm.
3. The makeup work may earn a maximum of 80% of the original point value
“Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class.” (Amarillo College Student’s Rights and Responsibilities Publication)
Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class. Due to the tremendous amount of information contained in this course, the student who plans to succeed should also plan to attend all course sessions regularly and promptly. Without question, the instructor expects each student to be present at each session. Unfortunately, no one has ever developed a short cut which will replace hours of actual experience needed to master a new skill; therefore, you must be present to acquire the specific knowledge in this subject.
Absences will be monitored and evaluated to determine the student’s final course grade. The student may have no more than 1 absence in this course without affecting the final grade. Beginning with the 2nd absence, 2 points will be deducted from the final grade; on the 3rd absence, 3 points will be deducted; on the 4th absence, 4 points will be deducted. On the occurrence of the 5th absence, the student will fail the course and be required to repeat the course. Attendance will be taken at the beginning of each lecture and lab session. Students not present when attendance is taken will be counted as absent. The student is expected to be present in class at the time class/lab is scheduled to begin. STUDENTS WHO ARE LATE TO CLASS OR LAB OR WHO LEAVE CLASS OR LAB EARLY, WILL BE COUNTED AS ABSENT. The student will receive 2 bonus points to the final grade of this course if the student has perfect attendance for the semester.
2015 Community Dentistry Lecture Schedule
|
Month |
Day |
Chapters and Topics to be Covered |
|
|
January |
16 |
Syllabus and overview with Dr. Henderson |
|
|
January |
23 |
Chapter 1, People’s Health: An Introduction | |
|
January |
30 |
Chapter 2, Careers in Public Health for the Dental Hygienist | |
|
February |
6 |
Chapter 3, Assessment for Community Oral Health Program Planning | |
|
February |
13 |
Chapter 4, Measuring Oral Health Status and Progress | |
|
February |
20 |
Chapter 5, Population Health | |
|
February |
27 |
Chapter 6, Oral Health Programs in the Community | |
|
March |
6 |
Chapter 7, Applied Research HESI module on Thursday March 8 |
|
|
March |
13 |
Spring Break |
|
|
March |
20 |
Chapter 8, Health Promotion and Health Communication |
|
|
March |
27 |
Chapter 9, Social Responsibility | |
|
April |
3 |
Chapter 10, Cultural Competence | |
|
April |
10 |
Chapter 11, Service Learning: Preparing Dental Hygienists for Collaborative Practice | |
|
April |
17 |
Chapter 12, Test-Taking Strategies and Community Cases | |
|
April |
24 |
Case Studies Review
|
|
|
May |
1 |
Textbook Review |
May 8 Finals week
Faculty Assistance
All students are considered mature enough to seek faculty assistance from the course director and to monitor their own progress in meeting course requirements. If students have questions concerning assignments, content, etc., or if a problem arises that warrants instructor help, please do not hesitate to call or come by my office to schedule an appointment. If I am unavailable, leave a note and I will contact you as soon as possible. I prefer to work with a scheduled appointment so that I may devote the time and attention necessary to meet each student’s needs.
Adjunct Instructors
Chelsea O'dell RDH
Electronic and Recording Devices
No tape recordings of the lecture during classroom or lab instruction will be allowed. Any student wtith special needs and/or prior approval is the exception.
Cell Phone and Electronic Device Policy
Cell phones and other electronic devices may detract from the learning environment. For this reason, they should be silenced and put away out of view before entering the classroom. The personal use of cell phones in the classroom is not permitted. Cell phones may be checked at designated break times. Students who choose to violate the cell phone policy will receive a 0.
Additionally, cell phones and other electronic devices may be used to facilitate learning activities at the discretion of the course director.
Academic Grievance Procedure
A student who has a grievance concerning an academic course in which he or she is enrolled is directed to appeal in the following order to the: (1) Instructor (2) Department Chair/Program Director (3) Dean of Health Sciences (4) Vice President of Academic Affairs (5) College President.
01/15/18 3:02 PM
06/14/18 2:35 PM