Download 31 Oct 2009

Date Received
Spring 2009 Semester Assessment Report Form
Directions: Please complete a form for each of the programs within your department. This
form was designed to provide a format for assessment reporting and should not be used to limit
the amount of information provided. Each box that is attached to each of the sections is designed
to adjust to varying lengths. If you have any questions, please contact Dr. Bea Babbitt at x51506
or via email at: [email protected].
1. Program Information:
Program Advanced Education in Pediatric Dentistry
Department Pediatric Dentistry
College School of Dental Medicine
Program None
Assessment
Coordinator
Semester Data Spring 2009
Collected
Report Jeanne A. Hibler, DDS
Submitted by
Phone/email (702) 774-2414 / [email protected]
Date Submitted 03/02/2010
2. According to the Assessment Plan for this program, what were the planned assessments to be
conducted during the Fall 2008 Academic Semester? You may want to copy and paste from this
program’s assessment plan.
Which outcomes for this How did you measure What results did you expect? If the
program were
the outcomes?
students performed well what would
measured?
their performance look like, i.e.
percentages, means, or comparisons to a
national standard?
6 outcomes out of a total of 6 outcomes evaluated this semester
I. Admit diverse residents Admissions Statistics
who are academically and 1. Qualitative
clinically qualified.
2. Quantitative
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 Average Dental School GPA above 3.0.
 Good professional experiences
documented.
 In-Service Exam program results within
10% of National Standard Score
Advanced Education Program in Pediatric Dentistry
Which outcomes for this How did you measure What results did you expect? If the
program were
the outcomes?
students performed well what would
measured?
their performance look like, i.e.
percentages, means, or comparisons to a
national standard?
II. Provide an evidencebased integrated
curriculum comprised of
biomedical, professional,
and clinical sciences.
Course Grades based
on Resident
Performance in:
 Examinations
 Presentations
 Research activities
 Clinic activities
Course evaluations by
residents
Resident Annual
Program Critique
 Satisfactory grades in all courses (80 –
100%)
 Satisfactory presentations
 Research activity tracking for completion
date of July of Year 2.
 Continuous clinical activity and
satisfactory completion of rotations
 Knowledge base in didactic courses
adequate to support specialty practice
III. Develop outstanding
clinical skills to allow
quality patient care and
service.
 Resident
Performance
Evaluation by
Faculty
 Resident SelfEvaluation
 Resident Annual
Program Critique
 Evaluations by
Attending Dentists
During Rotations
 Patient Parent
Surveys
IV. Prepare graduates for
Board Certification,
Educational Endeavors,
Scholarly Activities, and
Leadership Roles
 Alumni Tracking
 Graduates progressing toward board
Questionnaire
certification.
 Presentations at State  Participation in professional
and National
organizations and activities.
Meetings
 Participation in
organized dentistry
 Teaching experiences
 Research activity
 Board Certification
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 Professional provision of quality
pediatric dental care
 Adequate clinic coverage
 Adequate clinic support
Advanced Education Program in Pediatric Dentistry
Which outcomes for this How did you measure What results did you expect? If the
program were
the outcomes?
students performed well what would
measured?
their performance look like, i.e.
percentages, means, or comparisons to a
national standard?
V. Cultivate excellence
 Faculty Evaluations
among faculty in the areas
by Residents
of teaching, scholarly
 Course Evaluations
activities, and service.
by Residents
 Course materials are relevant to the
specialty
 Seminars and lectures are planned and
executed well
VI. Provide experiences to  Annual FTE
 Opportunities are provided to offer
enhance cultural
Evaluations by Dean
services to underserved populations
sensitivity to underserved
of Advanced
 Residents participate in multi-cultural
populations in the State of
Education
professional activities
Nevada
 Workshops/CE
 Participation in
Service and
Scholarly Activities
 Summary of Care
Provided to
underserved
populations
 Volunteer activities
 Evaluations by
Attending Dentists
during community
and rural rotations
 Dentrix Patient
Reports
3. Results, conclusions, and discoveries. What are the results of the planned assessments listed
above? What conclusions or discoveries were made from these results? Describe below or
attach to the form.
Results, conclusions, and discoveries
I: Admit a diverse class of academically and clinically qualified residents.
Results for Class of 2011:
A total of 88 completed applications were received and reviewed. Twenty qualified
applicants were invited to interview based on qualitative and quantitative measures. All
applicants who were offered a position accepted. The average Dental School GPA is 3.18 and
the average composite National Board Scores is 84. This represents a decrease in the
quantitative measures from the first class. All accepted applicants had at least one year of
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Advanced Education Program in Pediatric Dentistry
clinical experience following dental school. Two of the accepted applicants completed a GPR
and one gained extensive training in the Air Force. This represents an increase in the qualitative
measures from the first class. Three residents are considered “in-state” Nevada residents. The
class of six is composed of two Hispanics, four Caucasians, two of which are females and four
are males. Results from the AAPD In-Service Exam indicated mean raw scores and mean
standard scores below national scores in all areas except for Basic Sciences. However, the
differences from the mean scores were only 2-3 points lower than the national scores.
II: Provide an evidence-based integrated curriculum comprised of biomedical,
professional, and clinical sciences.
Spring Semester 2009: (Courses PEDO 8101, 8910, 8802, 8201, ORTHO 8102, PGDE 8403,
8703)
All Residents received Satisfactory/Passing grades for all courses. All graded
examinations and presentations were above the 80% minimum grade required, with all average
grades above 85%. All residents presented research proposals orally to selected faculty for
suggestions and comments. Residents all presented poster presentations of their abstracts at a
California State Dental meeting and the National AAPD Annual Meeting. The Resident
Surveys indicated both strengths and weaknesses in the program. Residents attended the
Conscious Sedation Course sponsored by the AAPD and the Tennessee Pediatric Dental
meeting. The Resident Surveys indicated both strengths and weaknesses in the program:
Strengths:
 Great clinical experiences including high numbers of sedation and general
anesthesia cases.

Good special needs and medically compromised management content.

Solid didactic foundation provided by pediatric dental courses.

Good review of previously presented material in the Clinical Seminars course.
Weaknesses:
 A need for more instruction in orthodontic basics, diagnosis and treatment
planning, and more clinical orthodontic experiences.

Research class was below resident expectations, request more insight and
guidance.

Desire for instruction in suture techniques.

Desire for child psychology and speech pathology lectures and information.
III: Develop outstanding clinical skills to allow quality patient care and
service
Spring Semester of 2009:
Results of the Resident Performance Evaluations by faculty were positive with overall
satisfaction in patient care and service provided by the residents. Some areas noted needing
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Advanced Education Program in Pediatric Dentistry
improvement for some of the residents included clinical skills regarding diagnosis, oral surgery,
appliance therapy, productivity, and professional attitudes. All faculty noted marked
improvement in clinical skills and quality of work over the first two semesters. There were only
two negative issues reported at the Tribal Clinic in Fallon, Nevada. One regarded inadequate
pain relief of a teenager with carious exposures in permanent molars. Another involved
discourteous interaction with clinic staff. However, overall evaluations at the Fallon Tribal
Clinic were very positive. All residents reported that the rotation to Fallon was beneficial and
enjoyed the clinic experience.
Resident evaluations revealed lack of experience in primary anterior pulpectomies and
crowns, orthodontic appliance therapy, and trauma management. They wanted to improve in
areas of time management, anesthetic and extraction management techniques, and seating back
to back crowns. They desired more variation in the patient pool, including more medically
compromised patients. The residents reported continued problems with clinical staff and their
reliability.
Parent surveys (total of 30) were all positive. All who responded indicated they planned
to return. Common comments included: "great service, very friendly, and the dentist put their
child at ease."
IV: Prepare graduates for Board Certification, educational endeavors,
leadership roles and scholarly activities
This year residents participated in pediatric dental seminars in other cities involving
pediatric diagnosis, orthodontics, contemporary sedation of children utilizing enteral and
parenteral techniques. All residents produced abstracts based on data from the Crackdown on
Cancer Program in Nevada. The residents attended the annual session of the AAPD and a
California Dental Meeting where they participated in poster presentations. The residents also
participated in discussions with legislators on Capitol Hill in Carson City to promote funding for
programs providing pediatric dental care to the underserved.
V: Cultivate excellence among the faculty in the areas of teaching, scholarly
activities and service.
Year One (Spring 2009)
The program director attended workshops for developing curriculum, state and national
dental meetings including the ADEA and AAPD meetings, and many other educational
seminars. She presented numerous lectures and seminars to both dental students and residents,
and supervised clinical training in clinical and hospital settings. The director established the new
program curriculum, schedules, and postgraduate training clinic; and initiated affiliation
agreements with participating entities. The director mentored residents regarding research
designs for individual projects and supervised dental students in numerous free dental clinics for
children on Tuesday evenings and Saturdays. The director attended programs by the Nevada
Coalition for Oral Health and accepted the State AAPD position for establishing Dental Homes
for underserved preschool children in Southern Nevada. As the only full-time faculty in
pediatric dentistry, Dr. Hibler received an annual evaluation from the Dean of Advanced
Education.
The resident evaluations of the faculty are summarized as follows: All pediatric dental
faculty received high scores for professional knowledge, quality of seminars, availability,
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Advanced Education Program in Pediatric Dentistry
clinical instruction, provision of insight and guidance, professionalism, attitude and fairness.
Quality of seminars in both clinical and biomedical courses received high scores as well. The
only exceptions on resident evaluations were regarding self-study in anatomy review, which did
not allow for adequate interaction with faculty; and low scores in fairness and attitude regarding
the orthodontic seminar course in the second semester. The research course received low scores
in both semesters regarding quality of seminars, instruction, and provision of insight and
guidance, partially due to the course director’s absences related to unfortunate personal events.
VI: Provide experiences to enhance cultural sensitivity to underserved
populations
Year One (Spring 2009)
The results for the initial year of the program are as follows:
 The pediatric residency clinic provided 884 patient visits in the Fall and 1363
patient visits in the Spring. Minorities were represented in 71% of patients in the
Fall and 74% of patients in the Spring.
 The residents screened approximately 650 Head Start children at centers for preschool children.
 The residents supervised free dental treatment for non-insured children in the
Saturday Children's Clinics at the UNLV School of Dental Medicine.
 The residents participated in the “Give Kids a Smile” Saturday program in
February 2009.
 The residents rotated to the UNLV Enterprise Clinic, a sliding scale clinic which
primarily treats underserved children, on a weekly basis from November of 2008
to the present time.
 The residents each attended a two-week rotation to the Tribal Clinic in Fallon,
Nevada, during which time they treated over 300 rural Native American children.
 The residents participated in a Legislative Day on Capital Hill in Carson City to
increase awareness of the pediatric dental needs in the state and inform legislators
of the UNLV Residency Program’s activities in serving underserved populations.
4. Use of Results. What program changes are indicated? How will they be implemented? If
none, describe why changes were not needed.
I: Admit a diverse class of academically and clinically qualified residents.
Desired changes included an increase to the number of applicants, especially those from
Nevada; and an increase in clinical training and experience, such as GPR experience. A
decision was made to utilize the AADP In-Service Exam for the Class of 2011.
Modifications and updates were made to the Program Web Page and the PASS service
was utilized to increase the applicant pool. The AAPD In-Service Exam was purchased to allow
us to measure the incoming pediatric dental knowledge of our residents compared to those
throughout the nation.
We would like to see an increase in the quantitative measures for the next class. We are
concerned that the lack of a stipend for the next year and the new tuition and fees ($30,000/year)
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Advanced Education Program in Pediatric Dentistry
will make the program less desirable for top candidates.
For the next application process, the program will participate in both the PASS and
MATCH services for the applicant pool and selection process. This will allow the program to be
in line with the majority of programs in pediatric dentistry.
For the next application process, we want to improve our web page to showcase the
outstanding facilities and curriculum components. We also want to improve resident access to
financial aid.
II: Provide an evidence-based integrated curriculum comprised of biomedical,
professional, and clinical sciences.
The Program Director interacted with the biomedical and professional studies course
directors resulting in additional classes in oral pathology and a series of treatment planning
sessions in orthodontics. The research director planned to assist residents in their original
research proposals in order to provide more insight and guidance. Primary textbooks were
selected for the Pediatric Dentistry and Orthodontic Seminars courses and a number of
additional textbooks were purchased for the program.
The course director for PGDE 8702 changed the course content to increase instruction in
biostatistics and research methodology. The additional material will be provided to the class of
2010 in the Spring of 2010 by attending specific lectures. The research director plans to assist
residents in obtaining necessary IRBs.
Principals of psychology and developmental theories will be included in the growth and
development course (PEDO 8102) in the Fall of 2009. The program director will look for a
rotation to a child psychology clinic for the second year residents. Information regarding speech
and hearing will be added to the upcoming Clinical Seminars. Residents will also gain speech
and hearing information in the Craniofacial Team Rotation in Fall 2009. All residents were
enrolled in a three-day course in Basic Orthodontics in Atlanta, Georgia in the Fall of 2009. A
new course-specific evaluation form (enclosed) will be utilized to obtain increased feedback for
each course critique beginning in the Fall of 2009. A new Semi-Annual Review Form was
created to include all program components while still utilizing the existing evaluations. The
program director will coordinate with Dr. Daniel Orr to provide a class in suture techniques. A
Faculty search was implemented with advertising to acquire an additional Pediatric Dentist for
the program. We continue to refine course content and methods of presentation to improve the
overall curriculum.
III: Develop outstanding clinical skills to allow quality patient care and service.
The entire pediatric attending faculty met to discuss the evaluations and needs of the
program. An increased awareness of areas needing more supervision or assistance was
established and the need to continually give input regarding treatment planning and treatment
techniques was addressed. More faculty meetings are planned to maintain a unified approach to
patient care and the amount of supervision required. The residents felt they had learned from the
experience at Fallon, allowing them to be better clinicians in the future. The topic of
professional attitudes was addressed at a class meeting to define faculty expectations and
appropriate resident interactions with faculty and staff. A chief resident was selected by the
program director to assist in the many areas of the program, including resolution of conflicts. A
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Advanced Education Program in Pediatric Dentistry
protocol for managing resident conflicts, issues, and concerns was established.
An additional part-time pediatric dentist was hired in April 2009 to increase clinic
coverage. A search committee was formed for a pediatric dentist to be half-time with the
residency program and half time with the pre-doctoral pediatric program. New pediatric dental
assistants will be hired in the summer to allow for smoother, more efficient patient care and
improved patient flow. The clinic manager was counseled as to specific areas of responsibility
where improvement is needed, especially in scheduling, phone coverage, billing protocol and
overall clinic organization. Plans were made for residents to formally evaluate the clinic staff in
an effort to improve performance. The clinic coordinator/manager will be held responsible for
collecting the patient surveys at the end of each appointment. Evaluations were added in Fall
2009 for residents and clinical staff to evaluate each other. This information will be included in
reviews and help identify issues contrary to efficient quality care.
The program director is looking for clinical opportunities within Las Vegas to increase
patient numbers in the medically compromised category as well as total patient numbers.
IV: Prepare graduates for Board Certification, educational endeavors, leadership roles
and scholarly activities.
Dr. Harmon agreed to provide four hours of formal instruction in the "Principles of
Teaching" in the Clinical Seminars course beginning in the Spring of 2010. The alumni tracking
survey will be modified (prior to graduating the first class) to include an evaluation of specific
areas of training regarding adequate preparation for practice. These evaluations will be
completed at graduation, and each year following graduation. This will provide the program
with information regarding how well the residents' training met the dynamic needs of the
pediatric dental specialist in the real world.
V: Cultivate excellence among the faculty in the areas of teaching, scholarly activities and
service.
A Semi-Annual Pediatric Faculty Meeting was implemented for the Fall of 2009 to
increase calibration and improve effectiveness in teaching residents. Faculty are encouraged to
mentor resident research projects and participate in community service.
VI: Provide experiences to enhance cultural sensitivity to underserved populations.
We feel that the amount of care provided to underserved children in the State of Nevada
exceeded expectations of the program. No changes are needed at this time.
5. Dissemination of results, conclusions, and discoveries. How and with whom were the results
shared?
Results shared with the Advanced Education Committee at the Semi-Annual Meeting, the
Clinical Faculty at the Semi-Annual Pediatric Faculty Meeting, and with residents during their
semi-annual review. Program and Resident Goals are set at these meetings.
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