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As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.
NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.
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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:
Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me
You can also contact 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 scheduled class sessions.
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: People's Health: An Introduction
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: Careers in Public Health for the Dental Hygienist
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: Assessment for Community Oral Health Program Planning
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: Measuring Oral Health Status and Progress
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: Population Health
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: Oral Health Programs in the Community
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: Applied Research
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: Health Promotion and Health Communication
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: Social Responsibility
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: Cultural Competence
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: Service Learning: Preparing Dental Hygienists for Collaborative Practice
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: Test-Taking Strategies and Community Cases
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.
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Expected Student Behavior
A high standard of conduct is expected of all Amarillo College students. The Student Code of Conduct is defined in the Amarillo College Student Rights and Responsibilities publication. This document may be located online at www.actx.edu.
"Amarillo College expects a high standard of conduct from its students. Students are expected to comply with the law, respect proper constitutional authority, obey College polices, rules and regulations. Unacceptable conduct is defined as an action or behavior that is contrary to the best interest of a fellow student or students, the faculty or staff, the College, or the teaching learning process. Students failing to perform according to established standards may be subject to disciplinary action. Policies, standards, rules and regulations apply to students attending College activities whether the activity takes place on or off campus. Each student shall be responsible for becoming knowledgeable of the contents and provisions of College polices, rules and regulations concerning student conduct. In some cases, individual programs may have approved policies for student conduct which also apply to student conduct in those programs."
The Amarillo College Dental Hygiene Program has specific policies which apply to student conduct within the program. These policies have been implied or written. The course syllabi and the Program Manual are sources for student conduct polices for Dental Hygiene students at Amarillo College.
Professional Standards
All dental hygiene students are expected to demonstrate professionalism in behavior, manner, and judgment while in the Dental Hygiene Program. Guidelines for professionalism and professional appearances are outlined in the AC Dental Hygiene Clinic Manual. Professionalism will be evaluated on a continual basis throughout the program. Students will exhibit professional maturity and an acceptable level of clinical judgment as determined by faculty. Unprofessional behavior may be defined as a continual pattern of misconduct and/or an egregious act that endangers the health of the patients, students, faculty, and/or College. Documentation may also include reporting via the Amarillo College Student Behavior Alert form.
Students must be competent in the application of the principles of ethical reasoning, ethical decision making and professional responsibility as they pertain to patient care. Dental hygienists should understand and practice ethical behavior consistent witht he professional code of ethics throughout the educational experiences. Below are representative examples of professional standards but not inclusive:
Safety: Individual Responsibility
This course supports the Amarillo College polices regarding responsibility for a safe environment.
Amarillo College is in compliance with environmental, health and safety regulations, and therefore requires that all AC employees, students, and visitors comply to maintain a safe environment.
Report hazardous conditions and safety concerns immediately to their supervisors, instructors, staff, and/or emergency management personnel, as appropriate.
Abide in safe practices and procedures established by the College.
Adhere to and cooperate fully with all local, state, and federal regulations concerning environmental, heath, and safety issues.
Take action to resolve workplace issues when appropriate.
Statement of Confidentiality
Confidentiality is the duty owed by dental hygiene professionals, including students enrolled in Dental Hygiene accredited programs, to protect the privacy of ALL patient information. Dental Hygiene professionals clearly have an obligation to keep MEDICAL and PERSONAL information about patients in the strictest confidence at all times. Unless disclosure is mandated by patient consent, statute, a duty to inform third parties, or special circumstances, dental hygiene professionals have a clear duty to maintain confidentiality of ALL patient information.
Breach of duty to hold such information in the strictest confidence, may cause liability for the individual student such as fines, imprisonment, and dismissal from the program. In the professional "Code of Ethics", the American Dental Hygienists' Association Code of Ethics for dental hygienists has published the following statement which all dental hygiene professionals must alway follow:
"We respect the confidentiality of client information and relationships as a demonstration of the value we place on individual autonomy. We acknowledge our obligation to justify any violation of confidence."
Amarillo College Dental Hygiene Mentoring Program
The student has a very important role in the mentoring process. Each student will be assigned a mentor at the beginning of the semester. The mentor/mentee list will be posted in the locker room and emailed to each student. As partners in the mentoring relationship, students have responsibilities to:
Prepare for mentoring meetings by:
It is the student's responsibility to contact mentors and arrange appointments. Failure to arrange and keep appointments will result in a 2 point deduction from the final course grade for each occurrence in the semester.
Cell Phone and Electronic Device Policy
Cell phones and other electronic devices may detract from the learning environment. For this reason, phones should be silenced and put away out of view before entering the classroom. The personal use of cell phones in the classroom is not permittted. Cell phones may be checked at designated break times. Students who choose to violate the cell phone policy in class will receive a 0 in the gradebook for the class.
Mailboxes
Each student is assigned a mailbox located inside the student locker room. Students are required to check his/her mailbox daily for various communication from faculty.
Emergency Contacts
Phone numbers that family members may use to reach a student in case of an emergency are as follows:
Dental Clinic Office Supervisor: 354-6050
Amarillo College Police: 371-5163
Academic Grievance Procedure
A student who has a grievance concerning an academic course in which he/she is enrolled is directed to appeal in the following order to the: (1) Instructor (2) Department Chair/Program Director (3) Assistant Dean of Health Sciences (4) Dean of Health Sciences (5) Assistant Vice President of Academic Affairs (6) Vice President of Academic Affairs and (7) President in that order.
Course Requirements and Learning Activities
Assignments are designed to assist you in relating the subject matter of this course. The due date and time for all assignments is indicated in the course calendar and related handouts. Students need to make note of these dates and time with consideration that late assignments will not be accepted and a zero will be issued for a late submission.
Assignments and Examinations
The course will consist of weekly chapter tests, community lab projects, homework assignments which include adaptive quizzing, online CE assignments from the Crest website www.dentalcare.com, a mock board on community, and a comprehensive final examination. Refer to the course calendar for the schedule of material to be covered and the tentative examination dates. Also, please note the provisions of the Make-Up Policy in this syllabus for missed examinations.
Lab Project Assignments and due dates are located in the Content Section of your Blackboard and include the following:
Grading Criteria
The following grade scale applies through this course:
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. Students are required to abide by the Amarillo College Tutoring for Success Policy.
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 leave 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.
DHYG 1215: Community Dentistry
Spring Semester 2021
|
Month |
Date |
Chapter and Topic |
|
January |
19 |
Review Course Syllabus Chapter 1 People’s Health: An Introduction |
|
January |
26 |
Test Chapter 3 Assessment for Community Oral Health Program Planning |
|
February |
2 |
Test Chapter 4 Measuring Oral Health Status and Progress |
|
February |
9 |
Test Chapter 5 Population Health |
|
February |
16 |
Test Chapter 6 Oral Health Programs in the Community |
|
February |
23 |
Test Chapter 7 Applied Research |
|
March |
2 |
Test Chapter 8 Health Promotion and Health Communication |
|
March |
9 |
Test Chapter 9 Social Responsibility
|
|
March
|
16 |
Spring Break |
|
March |
23 |
Test Chapter 10 Cultural Competence |
|
March |
30 |
Test Chapter 11 Service Learning: Preparing Dental Hygienists for Collaborative Learning |
|
April |
6 |
Test Chapter 2 Careers in Public Health for the Dental Hygienist |
|
April |
13 |
Test Chapter 12 Test -Taking Strategies |
|
April |
20 |
Community Testlets Practice |
|
April |
27 |
Community Testlets Practice
|
|
May |
4 |
Mock Board in Community Dentistry
|
|
May |
10 |
Comprehensive Final Exam
|
Dental Hygiene Laboratory Manager
Ashlie Lang, RDH, BS
01/05/21 12:55 PM
01/18/21 10:53 PM